Our Curriculum

At Symbiosis Academy, our curriculum is thoughtfully designed to align with the Massachusetts Core Curriculum Frameworks while honoring the whole child. We meet academic requirements in English Language Arts, mathematics, science, and social studies through an integrated, developmentally responsive approach that emphasizes curiosity, critical thinking, and real-world connection.

Rather than a one-size-fits-all model, we personalize learning based on each student’s pace, strengths, and interests. Core academic skills are taught intentionally and systematically, while being brought to life through project-based learning, nature studies, discussion, creative expression, and meaningful inquiry.

This balance allows students to build strong academic foundations while also developing confidence, independence, and a genuine love of learning—meeting Massachusetts standards in a way that feels humane, relevant, and engaging.

Symbiosis Curriculum

  • Textbook: Math Mammoth Grade 5

    Miller (2023)

    • The four operations: order of operations, equations, review of the four operations, partial products, multiplication algorithm, review of long division, 2-digit divisor, long division and repeated subtraction, divisibility and factors, primes and finding factors, prime factorization.

    • Large numbers and the calculator: exponents and powers, place value system, multiplying by powers of ten, adding and subtracting large numbers, rounding, when to use the calculator.

    • Problem solving: balance problems and equations, problem solving with bar models.

    • Decimals, part 1: tenths and hundredths review, thousandths, decimals on a number line, add and subtract decimals, comparing and rounding decimals, multiply a decimal by a whole number, divide decimals by whole numbers.

    • Graphing: the coordinate grid, number patterns on the coordinate grid, line graphs, double and triple line graphs, average (mean).

    • Decimals, part 2: multiply and divide by powers of ten, multiply decimals by decimals, multiplication as scaling, dividing decimals, the metric system, divide decimals by decimals, converting between customary units of measurement, problem solving.

    • Add and subtract fractions: fraction terminology, review mixed numbers, adding and subtracting mixed numbers, equivalent fractions, adding and subtracting unlike fractions, finding the least common denominator, word problems, measuring in inches, line plots.

    • Multiply and divide fractions: simplifying fractions, multiply fractions by whole numbers, multiply fractions by fractions, fraction multiplication and area, simplifying before multiplying, multiply mixed numbers, multiplications as scaling, fractions are divisions, dividing fractions by sharing divisions and fitting the divisor.

    • Geometry: angles review, polygons, classifying quadrilaterals, classifying triangles, volume of rectangular prisms, volume is additive, area and perimeter problems, star polygons.

  • Textbook: Mathematics: Structure and Method Course 1

    Dolciani et al. (1992)

    • Operations with whole numbers: review of the four operations, expressions, properties of addition/multiplication, distributive property, order of operations, problem solving models and applications.

    • Using variables: writing mathematical expressions/equations/inequalities, solving equations and inequalities, problem solving with mathematical expressions.

    • The decimal system: exponents and powers of ten, the decimal system, comparing decimals, rounding, decimals with the four operations, multiplying or dividing by a power of ten, problem-solving using estimation.

    • Geometry: points/lines/planes, measuring segments, angles and angle measure, triangles, polygons, circles, congruent figures, geometric constructions.

    • Number theory: finding factors and multiples, tests for divisibility, squares and square roots, prime and composite numbers, greatest common factor, least common multiple.

    • Fractions: the concept of a fraction, equivalent fractions, fractions and mixed numbers, comparing fractions, fractions to decimals, decimals to fractions.

    • Operations with fractions: fractions and mixed numbers with the four operations, ratios, proportions, problem solving using proportions, scale drawing.

    • Solving equations: equations and variables, equations and the four operations, decimal and fraction equations, word sentences and equations, problem solving by writing equations model.

    • Percent: percents and fractions, percents and decimals, computing with percents, percent increase/decrease, discount.

    • Areas and volumes: areas of rectangles/parallelograms/triangles/trapezoids, volumes and surface areas of rectangular prisms.

    • Integers and graphs: negative numbers, adding/subtracting integers, products with one or more negative factors, quotients of integers, solving equations, the coordinate plane, graphs of ordered pairs, graphs of equations.

    • Statistics: picturing numerical data, pictographs, circle graphs, mean/median/mode/range, stem-and-leaf plots, box-and-whisker plots, histograms.

  • Dolciani et al. (1992)

    • Introduction to algebra: expressions and equations, order of operations, exponents and powers of ten, the decimal system, properties of real numbers, inverse operations, solving and checking word problems.

    • Positive and negative numbers: integers, decimals on the number line, adding/subtracting/multiplying/dividing positive and negative numbers, using positive exponents, negative integers as exponents.

    • Rational numbers: factors and divisibility, prime and composite numbers, positive and negative fractions, equivalent fractions, least common denominator, fractions and mixed numbers with the four operations, fractions and decimals.

    • Solving equations: equations with the four operations, decimal and fraction equations, combined operations, writing expressions for word phrases, word sentences and equations, writing equations for word problems, solving word problems.

    • Geometric figures: points/lines/planes, measuring segments, angles and angle measure, triangles, polygons, circles, congruent figures, geometric constructions.

    • Ratio, proportion, and percent: ratios, rates, proportions, solving problems with proportions, scale drawing, percents and fractions, percents and decimals, computing with percents.

    • Percents and problem solving: percent increase/decrease, percents and proportions, simple interest, percents and problem solving.

    • Equations and inequalities: equations-variable on one side and variable on both sides, equations in problem solving, writing inequalities, equivalent inequalities, solving inequalities, inequalities in problem solving.

    • The coordinate plane: equation in the coordinate plane, equations in two variables, graphing equations, graphing systems of equations, using graphs to solve problems, graphing inequalities.

    • Areas and volume: areas of rectangles/parallelograms/triangles/trapezoids/circles, using symmetry to find areas, volumes and surface areas of prisms/cylinders/pyramids/cones/spheres, mass and density.

    • Applying algebra to right triangles: square roots, approximating square roots, the Pythagorean Theorem, similar triangles, special right triangles.

    • Statistics and probability: pictographs/circle graphs, mean/median/range, frequency distributions, histograms, combinations, probability of an event.

  • Dolciani et al. (2000)

    The course introduces students to variables, algebraic expressions, equations, inequalities, functions, and all their multiple representations. In this class, students will develop the ability to explore and solve real-world application problems, demonstrate the appropriate use of graphing calculators, and communicate mathematical ideas clearly.

    This course lays the foundation for mathematical literacy that will help students be successful in every subsequent course in mathematics. Topics will include: an introduction to algebra, working with real numbers, solving equations and problems, polynomials, factoring polynomials, fractions, applying fractions, introduction to functions, systems of linear equations, inequalities, rational and irrational numbers, and quadratic functions.

  • Fables, Myths, and Fairy Tales Writing Lessons 

    This class follows the “Structure and Style Writing Method” from the Institute for Excellence in Writing.  Students learn to take notes, retell narrative stories, summarize references, write from pictures, and compose their own fables, myths, and fairy tales. 

    This class begins simply and increases gradually in complexity to build student confidence in reading and writing skills.  Units 1 and 2 begin with one of Aesop’s fables from which students learn to create a key word outline.  Class discussion will explore literary elements of setting, character, conflict, theme, symbolism, metaphor, etc.  Vocabulary, spelling, grammar, and sentence structure will also be a part of lesson planning. 

    As the term progresses, students will practice using more stylistic techniques in their writing, such as similes and metaphors, alliteration, and conversation.   Direct and differentiated instruction, structural models, checklists, and useful word lists help support students as they develop their writing skills. 

  • Coursework is designed to facilitate mastery of the Common Core State Standards and to help students become better readers, writers, speakers, and thinkers. We’ll improve grammar and punctuation, advance vocabulary, sharpen public speaking skills, and have a great time learning together. 

    Students will learn how to write a narrative, literary analysis, creative writing pieces, and formal emails. Along the way, we’ll enjoy great pieces of classic literature, including pieces by James Hurst, Edgar Allen Poe, Guy de Maupassant, Amy Tan, and Langston Hughes.  

    Four main teaching methods and strategies are used in order to reach and engage all learners.  

    1.  Direct Instruction – This is the traditional method of teaching, consisting of direct lecturing or vertical teaching.  This consists of repetitive practice, didactic questioning, drill and demonstration.  This method is used when introducing new ideas, literary terms, punctuation and grammar terms, new vocabulary, and rubric instructions.

    2.  Interactive Instruction – This is the strategy used for the majority of the lessons, where the learning environment promotes interactions and discussion.  Students engage in discussion and peer-editing exercises in groups of two or more.  Students are encouraged to express thoughts and ideas freely.

    3. Experiential Learning – this strategy incorporates the idea of how to think rather than what to think, and emphasis is placed on the process of learning rather than the product of learning.  The purpose is to connect what is learned in the classroom to student experience.  This encourages students to make connections with what they have learned in the past to new contexts.

    4. Independent Study – Students are encouraged and assigned to work independently on essays, reflect on readings, and complete assignments outside of class.

    Short stories (first half of term):  

    • “Thank you Ma’am” by Langston Hughes

    • “The Cask of Amontillado,” by Edgar Allan Poe

    • “The Rules of the Game” by Amy Tan

    • “The Scarlet Ibis” by James Hurst

    • “The Gift of the Magi” by O.Henry

    • “The Necklace” by Guy de Mauppasant

    • “The Pie” by Gary Soto

    • “Feather Pillow” by Horacio Quiroga 

    • “The Witness for the Prosecution” by Agatha Christie 

    • “Through the Tunnel” by Doris Lessing 

    • “The Storyteller” by Saki 

    • “Daughter of Invention” by Julia Alvarez 

    Lesson plans, activities, and other materials collected from educational resources online, including teacherspayteachers.com.

    In-class discussion, check for understanding, individual meetings, and written assignments, including:

    • Personal Narrative

    • Literary Analysis of “The Necklace” 

    • Completion of “Rules of the Game”

    • Original story following same format of “The Gift of the Magi”

    2nd half of term:

    Literary Analysis questions for short stories 

    “Micro Fiction” – 2 sentence stories in the drama, romance, horror, and sci-fi genres 

    Final short story project – showing understanding of the elements of the short story – setting, point of view, plot, character development, and theme. 

    Author biography 

    Creative writing exercises (different point of view, story continuation, different choice by protagonist) 

    Additional assessments include: 

    Punctuation, grammar, and vocabulary exercises, literary term practice and application.

  • Through engaging, inquiry-based instruction, activities and projects, this course will provide middle school students with the information necessary to understand the workings of our planet and the life upon it. Environmental science is especially crucial today as we search for solutions to the environmental problems facing society. This field encompasses all branches of science, including conservation ecology, weather, astronomy, human anatomy, physics, chemistry, and modern technology.

    In this course, students will first learn to make observations and use the scientific method to design and perform experiments. Throughout the year students will be exposed to facts, details, and experiences which will allow them to develop a respect for how everything on Earth is interrelated. We will focus on many of Earth’s amazing living organisms and the places they inhabit. We will also learn how each tiny element in the environment has a role to play in the great tapestry that is our planet.

  • The Geography of Food will bring students through the biggest ideas of Geography: Do climate and topography determine a civilization’s growth, history, and development? In what ways does access to resources affect the development of societies and communities? How can geography affect culture? And lucky for us, we get to do it through the lens of food. Beginning with our own food traditions, we will explore the ways in which American cuisine is world cuisine. From there, we will figure out where foods originated and how they came to be eaten across the world.

    As we explore the origins of food through project-based learning (and lots of cooking), we will look at the interconnection of food and culture. In the latter part of the year, we will bring a focus to the world as a whole and the Earth as our home as we begin to ask ourselves about our food future in our global community. We will explore climate change, population growth, and the amazing people behind our future food solutions. Much of the learning will take place inside the classroom, with smaller assignments given weekly when appropriate.

    Throughout the year, students will be expected to do several projects that require research but can produce a range of projects from a poster to a meal. The class will end with a capstone project related to any of the topics discussed in class. Much of the work for the capstone will be done in class, but some parental support may be needed. 

  • Textbook: Algebra and Trigonometry: Structure and Method Book 2

    Dolciani et al. (2000)

    This is an honors second-year algebra course and features more demanding methods and problems that will prepare students for advanced mathematics in high school and college. The topics, studied at a fast pace, include the language of algebra, solving equations and inequalities, linear equations and systems, function notation and properties of functions, polynomials and factoring, rational expressions, quadratic functions, conic sections, complex number systems, radicals, exponents and arithmetic, and geometric progressions and series.

    To be successful mathematicians, students will learn to make sense of problems and persevere in solving them, reason abstractly and quantitatively, construct viable arguments, and critique the reasoning of others. In addition they should demonstrate an ability to model with mathematics, use appropriate tools strategically, and attend with precision. Also, students will be able to look for and make use of structure and look for and express regularity in repeated reasoning.

  • This rigorous, algebra-based high school course is designed to provide students with an engaging honors-level curriculum that emphasizes abstract reasoning and applications of physics concepts to real-world scenarios. Topics are examined in greater detail than general physics and provide a solid foundation for college-level coursework. Course components include 1-D kinematics, vectors, projectile motion, Newton’s laws, uniform circular motion and universal gravitation, energy, momentum, electrical forces and charges, circuits, and waves and sound.

    Throughout the course, students participate in a variety of interactive and hands-on laboratory activities that enhance concept knowledge and develop scientific process skills, including scientific research and technical writing.

Arts & Language

  • While acquiring communicative skills and being able to speak and write in Spanish, students will have fun learning music, culture, food, history, and traditions of Latin America.  

    Learning objectives include:

    Correctly conjugate verbs and apply other basic aspects of grammar

    –          Become familiar with basic vocabulary and common phrases

    –          Engage in and understand short conversations

    –          Write short sentences and paragraphs on familiar topics.

    –          Develop an awareness and appreciation of Hispanic cultures.

    To achieve these objectives, students will engage in class discussions, structured conversations with peers and the instructor, listening and comprehension exercises, and written and spoken assessments.

    Resources include 

    – Textbook packets [from Hoy día Spanish for Real Life Volumes 1 and 2 by authors John T McMinn and Nuria Alonso García, published by Pearson.]

    – Workbook packets [photocopied from Hoy día Spanish for Real Life Student Activities Manual Volumes 1 and 2 by authors John T McMinn and Nuria Alonso García, published by Pearson.]

    Learning assessments include:

    – Participation in class activities and verbal projects

    – Students maintaining an organized binder with all of the class materials and completed assignments

    ·  Small tests at the end of each unit

  • This course teaches a survey of fundamentals for drawing, color theory, painting, and other building blocks of visual art. 

    At the completion of the course, students will have increased confidence and technical ability to express themselves creatively with visual media (drawing, painting, basic art history concepts, more, depending on interest).

  • A year-long survey of the progression of western art including ancient, medieval, renaissance and modern/contemporary eras.  The course will serve as an intro to art history, touching on major movements, big names and influential concepts as they develop and inform one another over time.  Historical context will be employed to enrich and broaden students’ understanding of the artwork in question, however the form, technique and conceptual goals of the art itself will be our primary focus. 

    Students will come away with a general understanding of the progression of visual art in the western world throughout history, the language to discuss artistic concepts, and confidence in expressing their own views and opinions on art in an informed manner.

  • This class will broaden and deepen student curiosity, wonder, and attention.  Through a combination of sketching, labeling, recording thoughts, and forming questions and explanations, students will embark on a journey of scientific inquiry and self expression.  Using such prompts as “I notice… I wonder… This reminds me of…” class will focus on recording and reflecting on observations made in nature (a leaf, clouds, grass, flowers, tree, acorn, etc.)

    The goal will be to sharpen critical and creative thinking skills, build self-confidence, and improve writing skills.  Activities will focus on using metaphors, similes, and descriptive writing and will include poetry, persuasive writing, narratives, descriptive essays, map-making, etc.    

  • This class, taught by professional songwriters and musicians Lisa Housman and Dave Falk, will explore songs and songwriting from a variety of perspectives. Many musical forms and styles will be shared and discussed, focusing on blues, ballads, folk songs, songs of conscience, and songs about our changing times and cultures. The history and cultural significance of a variety of song forms and songs will be discussed, and students will also explore elements of songwriting, including song forms, rhythms, rhyme schemes, blues and major scales, and literary techniques including the use similes, metaphors, personification, hyperbole, and alliteration in songwriting. 

    Students will write original song lyrics, both independently and in a group, and will receive assistance in the writing process, as well as opportunities to share their work in a supportive setting. Dependent on student interest and time, we may also have an opportunity to work on vocal and instrumental techniques. This will be a fun class, with lots of student involvement and ideas!

  • Welcome to Tween & Teen Talk! In this discussion group we will be building connections with one another while exploring various topics. These topics include mental health, forming healthy relationships, developing mindfulness skills, stress management strategies, exploring current events, planning for life after high school, and much more!

    The goal of this discussion group is to support one another in a positive light and experience personal growth as individuals and as a collective. The number one rule is to HAVE FUN! This is YOUR group.  Some days, Tween and Teen Talk is divided into separate groups depending on topic and age appropriateness. 

  • (“DnD”) is a group story-telling game which uses dice rolls to determine the outcome of certain actions.  Think of it like a movie where each player can control one of the characters on the screen. 

    As the Dungeon Master (“DM”), I control the overall world, plot and other interactable characters, while each player controls their own character with their own abilities and decides how they’d react and further the plot. 

    Many students find this to be a fun, comfortable and exciting way to socialize with peers while practicing creative thinking and problem solving. 

    Parents and players can also note that I have a firm policy against in-game references to alcohol, firearms, or sexual content of any kind.

Rotating Curriculum

  • To help our community of learners understand the connections between the events of the 19th and 20th centuries to today’s world we will read, listen, discuss and write about significant  primary and secondary sources from the last 200 years.  Students will learn about the Industrial Revolution, 19th century political reform in Western Europe, and imperialism in Africa, Asia, and South America. They will explain the causes and consequences of the great military and economic events of the past century, including World War I, the Great Depression, World War II, the Cold War, and the Russian and Chinese revolutions.

    Finally, students will study the rise of nationalism and the continuing persistence of political, ethnic, and religious conflict in many parts of the world.

    For the final project students will create an artifact of social relevance worthy of inclusion in college admissions portfolios.

  • To understand the structure (anatomy) and function (physiology) of living things, we will begin with an introduction to biological principles, including the unifying themes of life, the scientific method, and biological tools and technology. We will also explore the chemical principles that affect living things.

    The basic unit of life is the cell, and we will undertake an in-depth study of cell structure and function, energy, homeostasis, growth, division, meiosis, and genetics. Next will be a comprehensive study of the structure and function of the integumentary, skeletal, muscular, neurological, endocrine, cardiovascular, immune, lymphatic, respiratory, digestive, excretory, and reproductive systems.

    Students will be asked comprehension and critical thinking questions, and will perform many laboratory activities with dissections. Various other methods of learning will be introduced, including lectures, discussions, cooperative learning, videos, PowerPoint presentations, microscope work, and group projects. 

  • To help our community of learners understand the roots and foundations of democratic government through primary documents, such as the United States and Massachusetts Constitutions; how and why government institutions developed; how government evolves through legislation and court decisions; and how individuals exercise their rights and civic responsibilities to maintain a healthy democracy in the nation and the Commonwealth.

    The purposes of this class are to use the 4 domains of literacy (reading, listening, speaking and writing) as we:

    • extend students’ knowledge of United States and Massachusetts government

    • expand their capacity for civic reasoning

    • strengthen their ability to develop research questions and conduct inquiries

    • introduce significant recurring questions about the United States Constitution, rights, responsibilities, citizenship, a free press, and the concept of the common good

    • establish foundational knowledge about government

  • The first unit of the term will focus on a close reading of To Kill A Mockingbird by Harper Lee.  This Pulitzer Prize-winning novel tells the story of a young white girl’s growing awareness of racial injustice in the Jim Crow South.  When her father takes on the task of representing a black man falsely accused of raping a white woman, she is forced to face the individual and systemic racism present in her small town and the impact of racial prejudice on the lives of all members of the community. 

    The text pushes students to face an uncomfortable past, consider the ways that many of the book’s themes continue to resonate today, and think about how its warnings and lessons should inform the way we move toward the future.

    Coursework will include in-depth reading and analysis of the text and historical context sources, class discussions, chapter quizzes and questions, vocabulary in context, final paper, and much more!

    Coursework is designed to facilitate mastery of the Common Core State Standards and to help students become better readers, writers, speakers, and thinkers.  We’ll improve grammar and punctuation, advance vocabulary, sharpen public speaking skills, and have a great time learning together. 

    One of the underlying goals will be to prepare students for college writing.  After the completion of this unit, we will have a blast reading and talking and writing about Shakespeare’s Romeo and Juliet!

  • This class follows the “Structure and Style Writing Method” from the Institute for Excellence in Writing.  Students learn to take notes, retell narrative stories, summarize references, write from pictures, and compose their own fables, myths, and fairy tales.  This class begins simply and increases gradually in complexity to build student confidence in reading and writing skills. 

    Units 1 and 2 begin with one of Aesop’s fables from which students learn to create a key word outline.  Class discussion will explore literary elements of setting, character, conflict, theme, symbolism, metaphor, etc.  Vocabulary, spelling, grammar, and sentence structure will also be a part of lesson planning.  As the term progresses, students will practice using more stylistic techniques in their writing, such as similes and metaphors, alliteration, and conversation.  

    Direct and differentiated instruction, structural models, checklists, and useful word lists help support students as they develop their writing skills.  

  • This course is designed to prepare students for financial adulthood. This semester students learn the benefits of budgeting, develop skills for managing debt and establishing credit, practice the financial decision-making involved in buying a car, explore choices involved in purchasing a home, and weigh their options for healthcare coverage, auto insurance, and other types of protection against financial risk.

    Through class discussions, group activities, and individual work, students will practice the skills essential for a financially healthy life.

Meet Our Team
Meet Our Team

  • This early elementary math course blends the discovery-based approach of Miquon Math with the structured, concept-rich instruction of Math Mammoth, offering a balanced foundation in mathematical thinking. Students use Cuisenaire rods and other manipulatives to explore number relationships and operations in a hands-on, meaningful way, while Math Mammoth provides clear explanations and visual models that reinforce key concepts. Through guided exploration and  practice, students:

    • Develop number sense and place value understanding

    • Model and solve addition and subtraction problems

    • Explore patterns, sequencing, and number bonds

    • Begin working with time, measurement, and basic geometry

    • Strengthen reasoning through visual and tactile engagement

    This integrated approach supports diverse learning styles by encouraging both independent inquiry and guided practice. The curriculum nurtures curiosity, confidence, and a flexible understanding of mathematics.

  • In this math class, students deepen their conceptual understanding of math through a blend of Miquon Math’s exploratory learning and Math Mammoth’s clear, structured lessons. Cuisenaire rods and other manipulatives help students visualize and internalize abstract concepts, while Math Mammoth offers scaffolded practice and problem-solving strategies that build fluency and confidence. Core topics include:

    • Multi-digit addition and subtraction

    • Introduction to multiplication and division

    • Place value, number patterns, and estimation

    • Fractions and equivalence

    • Measurement, time, money, and basic geometry

    Students engage in both collaborative exploration and individual work, developing mathematical reasoning, perseverance, and flexibility. This integrated curriculum meets students where they are and allows for differentiated learning, fostering both mastery and a genuine enjoyment of math.

  • In our lower elementary reading and writing time, students will engage in a balanced literacy block that incorporates the essential components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. I love that early literacy can be both joyful and purposeful—so our time together will be hands-on, engaging, and multisensory to support a variety of learning styles.

    Reading instruction will be grounded in the Science of Reading which uses explicit, systematic phonics lessons paired with rich, meaningful texts. I’ll be drawing from a variety of trusted resources, including Fundations for foundational phonics and handwriting skills, hands-on activities to build phonemic awareness, and the use of decodable readers to build fluency and confidence.

    Students will also engage in guided reading and interactive read-alouds that build comprehension, foster discussion, and help them develop a love for stories and language. Writing instruction will follow a structured approach rooted in the Writing Workshop model, where students move through the stages of planning, drafting, revising, and sharing their work.

    We’ll also focus on systematic spelling instruction, using the Orton-Gillingham methods, that aligns with phonics instruction to reinforce patterns and build confidence in encoding words. Tactile tools like sand trays, letter tiles, and movement-based activities will make learning stick—and fun!

    My goal is to create a literacy-rich environment where students feel empowered as readers and writers, and where instruction is joyful, responsive, and rooted in best practice.

  • In our lower elementary reading and writing time, students will engage in a balanced literacy block that incorporates the essential components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. I love that early literacy can be both joyful and purposeful—so our time together will be hands-on, engaging, and multisensory to support a variety of learning styles.

    Reading instruction will be grounded in the Science of Reading which uses explicit, systematic phonics lessons paired with rich, meaningful texts. I’ll be drawing from a variety of trusted resources, including Fundations for foundational phonics and handwriting skills, hands-on activities to build phonemic awareness, and the use of decodable readers to build fluency and confidence.

    Students will also engage in guided reading and interactive read-alouds that build comprehension, foster discussion, and help them develop a love for stories and language. Writing instruction will follow a structured approach rooted in the Writing Workshop model, where students move through the stages of planning, drafting, revising, and sharing their work.

    We’ll also focus on systematic spelling instruction, using the Orton-Gillingham methods, that aligns with phonics instruction to reinforce patterns and build confidence in encoding words. Tactile tools like sand trays, letter tiles, and movement-based activities will make learning stick—and fun!

    My goal is to create a literacy-rich environment where students feel empowered as readers and writers, and where instruction is joyful, responsive, and rooted in best practice.