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In order to target the individual needs of scholars, Galapagos has chosen to use a Reading and Writing Workshop structure to deliver instruction.
Reading
The format of the workshop has several clear advantages. Best practices in reading instruction call for scholars to have:
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choice
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extended amount of time to read
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access to books at their independent level
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explicit instruction in reading strategies and skills
Galapagos Charter School has created a framework that allows for all of these variables to be in place for scholars.
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Reading Workshop
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Whole Group Mini-Lesson: 10-20 minutes
The instructor provides explicit instruction to scholars to set purpose for independent reading
§ Instructor states the teaching point and then demonstrates strategies that proficient readers use.
§ Scholars are provided with the opportunity to practice the skill or strategy during the mini-lesson after the demonstration
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INDEPENDENT WORK TIME: 20 minutes
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Scholars’ Role:
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Instructor’s Role:
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Independent Reading
Scholars read self selected material individually softly or silently. Texts may consist of “just right” books chosen by scholars or instructors and kept in scholars’ browsing boxes.
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1:1 Conferences
Instructor confers with scholars one on one. During each conference, the teacher listens to the scholar read and/or discusses the text with the scholar. The instructor notes strategies the scholar is using and areas that need support. Instructor uses data gathered during the conference to inform “on the spot” teaching.
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INDEPENDENT WORK TIME: 40-60 minutes
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K-2: Literacy Stations
Areas within the classroom where scholars interact with one another, using instructional materials to practice literacy skills. A time for scholars to practice reading, writing, speaking, listening, and working with letters and words.
3-8: Independent Reading & Readers’ Notebook
Scholars continue to read independently. Instructors may set up structures to allow scholars to read in partners. Scholars record written responses in their readers’ notebook.
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CAFÉ Groups
Instructor meets with flexible small groups based on similar needs in the areas of Comprehension, Accuracy, Fluency, and Expanding Vocabulary.
Literature Discussion Groups
Instructor meets with scholars reading the same text to discuss the literature and scholars’ use of strategies.
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Group Share: 5 minutes
During share time, the instructor…
§ Celebrates learning
§ Builds community/problem solves
§ Reinforces and/or clarifies the teaching point
During share time, the scholars…
§ Celebrate learning
§ Build community/problem solves
§ Read excerpts from individual texts to whole group
§ Share work produced in literacy stations with whole group
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A unique aspect of GCS' reading curriculum is the use of CAFE, a system of assessment and instruction developed by Gail Boushey and Joan Moser. CAFE is an acronym for Comprehension, Accuracy, Fluency, and Expanding Vocabulary, which form the basis of individual student reading goals. Instructors work toward student mastery of these goals through individual conferences and small groups. Students are grouped based on academic needs, not necessarily reading level or ability. As a result, instruction is targeted to the specific skills that a student needs to develop.
Galapagos instructors work hard to design whole group units of study as well as small group and individual lessons targeted to scholars' needs. The reading program at GCS is supported by extensive classroom libraries, a large bookroom, and intensive professional development led by the GCS Literacy Team.
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Writing
Galapagos instructors use Lucy Calkin's Units of Study (K-5) and Nancie Atwell's Lessons that Change Writers (6-8) as the basis for their writing units. Scholars are taught units on personal narratives, memoirs, revision, poetry, persuasive, and non-fiction writing.
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Writing Workshop
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Whole Group Mini-lesson:5-15 minutes
The instructor provides explicit instruction to scholars to set purpose for independent writing.
Instructor states the teaching point and then demonstrates exactly what scholars should do as writers
Scholars are provided with the opportunity to practice the skill or strategy during the mini-lesson after the demonstration
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INDEPENDENT WORK TIME: 40 minutes
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Scholars’ Role:
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Instructor’s Role:
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Independent Writing
Scholars work silently, individually on own self-selected writing (sometimes assigned). Scholars have partnerships (buddies) with whom they share writing, suggest revisions, and work on strategies.
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1:1 Conferences
Instructor confers one on one with students. During each conference, the instructor listens to the scholar read or discuss their own writing. The instructor pushes scholars to think more deeply about their writing and try new strategies to improve it.
Guided Writing
Flexible small groups of scholars meet to discuss aspects of writing, writer’s craft, and conventions (e.g., introducing new genres)
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Group Share 5 minutes
During share time, the instructor…
§ Celebrates learning and good writing
§ Builds community/problem solves
§ Reinforces and/or clarifies the teaching point
During share time, the scholars…
§ Celebrate learning and share writing
§ Build community/problem solve
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Word Study
Word study is a comprehensive approach to increasing word knowledge which includes spelling, phonics, phonemic awareness, and vocabulary instruction. Word study is different from more traditional spelling lessons because the focus is on learning word patterns as opposed to memorizing lists of disconnected words. Another advantage to the use of word study is that instruction is based on an individuals’ developmental level, so all scholars receive instruction that targets their specific needs, not an arbitrary list of words or concepts.
Galapagos utilizes Words Their Way (K-8), Fountas and Pinnell Phonics (K-3), and Character Trait Vocabulary (K-8) instruction to improve scholars word knowledge.
GCS believes that increasing reading achievement is crucial to students’ academic success. Therefore, GCS dedicates three hours a day to reading & writing instruction. GCS believes that it is important that scholars have various opportunities to actively engage in the practice of reading and writing.
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Singapore Math
Singapore Math was chosen as the core curriculum for Galapagos Charter School for several reasons:
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Singapore Math texts cover fewer concepts in greater depth than typical U.S. mathematics texts
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Singapore Math curriculum emphasizes mastery of both conceptual and computational understanding
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Singapore Math curriculum is accelerated compared to typical U.S. curriculum (a problem that would challenge most U.S. 6th graders can easily and quickly be completed by a 3rd grade Singapore Math student)
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Perhaps most impressive: Singapore has placed at the top of the TIMSS (Trends in International Mathematics and Science Study) study in Mathematics for over a decade (1995, 1999, 2003, 2007).
Singapore Math is more than a curriculum, it is an approach to teaching mathematics that produces strong problem solvers and logical thinkers. Singapore Math uses a progression of lessons within each concept that moves from a concrete experience (such as using manipulatives), to a pictorial representation, to the abstract concept (or algorithm). This type of sequencing allows scholars to gain a solid foundation in the conceptual understanding before they are introduced to the abstract concepts. There are three main areas of emphasis in Singapore Math instruction: strong number sense, solid understanding of place value, and superior mental math skills.
Another unique aspect of the Singapore Math curriculum is the use of bar modeling, a powerful step by step visual approach used to solve word problems. Singapore’s math curriculum is said to be, “an inch wide and a mile deep”, the opposite of almost all U.S. curricula, referring to the depth at which scholars learn and deeply understand key mathematical concepts within the Singapore Math framework.
Pre-Algebra and Algebra
At the middle school level, Galapagos provides instruction in pre-algebra and algebra to all scholars. Singapore Math continues with instructional texts through college level math. Galapagos Rockford will continue to use the Singapore Math curriculum at the middle school level. Galapagos will place middle school students in math classes based on scholar need, yet will ensure that all scholars have been exposed to algebra before leaving GCS. In addition, Galapagos is prepared to offer high school level geometry if there is a demonstrated scholar need.
Educational Programs for Gifted Youth (EPGY)
GCS is dedicated to the belief that meeting the needs of all learners is an expectation and all stakeholders are aware that there are no excuses for the failure to do so. This is why GCS implements EPGY as a supplement to Singapore Math. EPGY allows instructors to personalize instruction and manage scholar growth in mathematics effectively for all scholars through the use of individual scholar data. EPGY is a research-based computerized program designed to enhance and accelerate individual scholar progress in mathematics. While originally created by Stanford University as a computer program for gifted youth, the program has been readjusted to meet the needs of all students. It provides the opportunity for each scholar to receive instruction (through lectures on the computer) at his/her level, this is the equivalent of providing each student with a personal mathematics tutor
While geared towards scholar mastery at an accelerated rate, EPGY distributes practice across all mathematical strands and provides continual review and assessment for retention. EPGY also has an easy to use management system that contains the data compiled through student usage of the program. The easily accessible and user-friendly system allows instructors to analyze the data and use the information gathered to drive their classroom instruction and develop individual scholar intervention plans.
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Science
Galapagos believes Science is an essential and fundamental component of any elementary school curriculum. Many elementary school instructors have to balance literacy and mathematics instructional time with content area instructional time, and too often, the content area instruction gets left behind. The importance of preserving instructional time dedicated to teaching Science led GCS to teach Science outside of the regular classroom at all grade levels.
Galapagos believes that scholars learn science best by doing science; through an experiential approach. Therefore, GCS has chosen a science curriculum with a strong core of lab based experiences. Galapagos science instructors create units that support hands on learning. K-5 instructors freqeuntly use the FOSS (Full Option Science System) curriculum as a guide. In grades 6-8 instructors use LabAids SEPUP to deliver in depth instruction in particular areas of science. Both curricula are aligned to Illinois State Standards at all grade levels, as well as the Illinois Assessment Framework for the science testing grades 4 & 7.
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Grade Level
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Curriculum
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Units of Study
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K-5
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Instructor created units/FOSS
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Earth, Physical, Life Science
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6
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SEPUP
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Earth Science
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7
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SEPUP
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Physical Science
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8
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SEPUP
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Life Science
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In addition to the experiential aspect of science instruction, GCS also believes strongly in the integration of solid informational reading and writing skills. Scientific literacy skills will be taught at every grade level through nonfiction reading and scientific writing, especially through the development of lab reports.
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Social Studies
Galapagos Charter School’s core beliefs about social studies are, but not limited to, the following:
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Social studies should not become an exercise in rote memorization, however; GCS does recognize that higher order thinking and presentation skills require that scholars are equipped with the factual knowledge to engage in meaningful discussion, activity and analysis.
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Social studies should be meaningful and provide sscholars with opportunities to discover connections between the past and the present.
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Social studies should incorporate literature and writing as core components of the program
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Social studies should foster higher order thinking skills
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Social studies should provide opportunities for scholars to critically analyze the past as well as the present.
GCS has adapted the Core Knowledge Curriculum to provide the framework for its social studies program. Scholars are introduced to concepts in an organized, thematic manner which allows for scholars and instructors to share a common knowledge base as they explore the world in which they live.
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Foreign Language Instruction: Spanish
Galapagos believes that the elementary years are optimum for children to begin learning a foreign language. Therefore, GCS provides Spanish instruction to all grade levels beginning in Kindergarten. The instructional program adheres to the Illinois State Foreign Language Standards and is focused on developing conversation skills through a natural language acquisition approach. Spanish instruction at Galapagos also includes learning to read and write in Spanish. The goal is to foster an anxiety free environment in which learners develop a comfort level with and a connection to the language.
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College 101 is more of a philosophy than a curriculum. GCS believes that scholars, beginning in Kindergarten, should be exposed to frequent college experiences. This helps the student develop a connection to and understanding of college.
College 101 includes the following strategies designed to enhance students' exposure to college:
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Galapagos hallways are decorated with the college flags of the instructional staff
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Galapagos staff wear their college alma mater shirts every Friday
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Instructors share their college experiences with students
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Galapagos students visit a college campus at least once a year beginning in 4th grade
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Scholars are taught study skills and habits to prepare them for success in high school and college
Galapagos has formed partnerships with Illinois Universities to ensure that scholars see a variety of college campuses during their time at Galapagos.
4th Grade: DePaul University
5th Grade: Northwestern University
6th Grade: Loyola University Chicago
7th Grade: University of Chicago
8th Grade: University of Illinois (Champaign-Urbana)
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GCS uses the NWEA MAP (Measures of Academic Progress) assessment. The MAP is administered at all grades levels three times a year in reading and mathematics. The assessment is computer adaptive. In other words, GCS is able to test students at their level and measure student growth independent of the student's initial achievement level.
For example, a third grader reading on level would receive a test at a level of difficulty familiar to a typical third grader. A third grader achieving two years above level would receive a test set at a level typically associated with fifth grade.
At the end of each assessment period, GCS is able to:
- track growth on an individual level
- compare GCS students to national norms
- develop instruction which addresses identified areas of need
The MAP is GCS' primary assessment tool.
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