Language - Based Curriculum

Our language-based curriculum utilizes Orton-Gillingham, Wilson Reading, Lindamood-Bell® techniques, and the Hochman Basic Writing skills program to develop the basic skills needed to master language.

Our program utilizes phonetics and emphasizes visual, auditory, and kinesthetic learning styles. Instruction begins by focusing on the structure of language and gradually moves toward reading. Students with language-based learning differences often exhaust their intellectual resources in their attempt to decode or identify words and thus have difficulty in comprehending the content or text of stories. We help our students understand that the words we speak are made up of individual pieces of sound that are called phonemes. Our students are then taught to manipulate these sounds into words. When children learn to read, they must first become aware that spoken words are made of these pieces of sounds. Research shows that teaching children to manipulate phonemes is highly effective across a range of grade and age levels. The daily use of dictations and word lists gives students practice in applying strategies for spelling and reading multi-syllabic words. Reading, spelling and writing are always integrated in every lesson so that each aspect of written language reinforces the other. This is different from traditional instruction in which phonics, reading, writing and spelling are taught as separate subjects.

Our teachers are specially trained in phonics-based, multi-sensory programs including Orton-Gillingham, Lindamood-Bell® and they are also Level 1 certified in the Wilson Reading System. The instruction is carefully individualized so each student can progress at his/her own optimal rate. We believe that the structure and sequence of the program helps not only to improve basic skills, but also to organize the students' general way of learning. It is a step-by-step process that leads to an increased mastery and sense of self-esteem. A phonics-based, multi-sensory approach can be beneficial to any student, to the student who learns differently, it is critical.

Orton-Gillingham

Orton-Gillingham methodology begins by teaching the sounds the letters represent and then immediately using them to build meaningful words and sentences for both reading and spelling. The basic sound/symbol associations are introduced by having students see and write each letter while they say and hear each sound, in what is called a multi-sensory approach, which benefits phonological processing. A three-part drill utilizes all of the senses while the students are introduced to and integrate new phonetic concepts. The quick pace of the drill keeps the students engaged in their learning while they use sand-trays, blending boards, and writing screens as multi-sensory learning tools. Multi-sensory teaching uses all sensory modalities to directly involve students in their learning and create pathways for internalization of these essential concepts needed for fluent reading and spelling.

Wilson Language Program

Wilson Language Program is a twelve-step reading and spelling program based on the Orton-Gillingham philosophy. It is a complete curriculum for teaching decoding and encoding beginning with phoneme segmentation and is designed to increase students’ skill level in reading and spelling to a mastery level. The ultimate goal is for students to independently apply these skills. From the beginning steps of the program, included are: sight word instruction, vocabulary, oral expressive language development and comprehension. The lessons progress from easier to more challenging tasks for decoding and spelling. The lessons end with fluency and comprehension work. The Wilson Program has twelve steps which are direct, sequential and multi-sensory. Lessons introduce new concepts while reinforcing those already learned. Areas addressed by the Wilson Reading System® include:

• Phonemic segmentation
• Alphabetic Principle-sound/symbol relationships
• Decoding
• Encoding (spelling)
• Advanced word analysis
• Vocabulary development
• Sight Word Instruction
• Fluency
• Comprehension and Visualization
• Metacognition

Fundations®

Fundations®, used in Lower School I – Middle School I is a four-level, skill based program, designed to mirror principals of the Wilson Reading System. Fundations®, which was specifically designed for students in lower elementary school, provides instruction that is highly interactive and participatory. Teachers use direct instruction and modeling, with the assistance of owl puppets named Echo and Baby Echo to prompt students’ responses. Much of the learning comes in the form of motor-memory learning. Sky writing, letter tracing, and “word tapping” are key tools utilized for internalization of skills. Phonetic concepts are continually reinforced and practiced in new and engaging ways. Students in the Fundations® program keep a rules notebook as a reference guide, and a dictation book which tracks their progress.

LiPS®

The LiPS® (Phoneme Sequencing Program for Reading, Spelling and Speech) begins with discovering how speech sounds are articulated, and extends into reading and spelling multi-syllable words and contextual application. LiPS® uses a multi-sensory approach for increasing knowledge of letter symbols and their corresponding sounds. Teachers guide the students to identify what is “working” in their mouths (lips, tongue, jaw) to discriminate and identify the subtleties that exist between certain sounds. Sounds are labeled as “brothers” or “cousins” according to how closely the sounds are related to one another. Moreover, the vowel circle addresses “feeling” the oral-motor features that produce the 15 vowel sounds essential for reading and spelling and aids in motor planning. Teachers guide the students towards self-correcting their errors using feedback from feeling the positions of their articulators. Hands-on instruction with the use of manipulatives such as tiles, felt squares, syllable boards, sound blocks and mirrors are incorporated to aid in student involvement and comprehension of concepts.

Seeing Stars® - Lindamood-Bell Program

Seeing Stars® - Lindamood-Bell Program helps students develop symbol imagery for sounds within words from the simple through complex level and visual memory for orthographic patterns. The three components of seeing, saying and air-writing facilitate the growth of visual imagery. 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 spell with success.

Pragmatic Language

Pragmatic Language program, with a Speech and Language therapist, is offered in class to all students on a weekly basis. This curriculum focuses on social communication skills to help the student express ideas more appropriately and effectively. Rules are taught for appropriate turn taking, for introducing and maintaining topics, for promoting relevancy and for demonstrating regard for what others have to say. Critical thinking skills are also an important aspect of the language program. Our students profit by this approach to language facilitation where language goals are embedded throughout the curriculum and are available to every child.

Given that research indicates 75% of children with learning disabilities present with social communication difficulties (Forness & Kavale, 1996), we at Cambridge know that a strong social communication skills curriculum is critical. In addition, research has shown that the brain can only process and remember academic information when an individual feels emotionally safe (Smith, 2003). Our social communication skills program gets at the roots of social communication difficulties, addressing the language and behavior issues that interfere with effective interaction. By teaming professionals with expertise in the areas of speech-language pathology and counseling, we address language goals and social communication skills in the context of a supportive, nurturing environment.

The ability to think flexibly is a critical component to social problem solving. Difficulties with social communication skills often result from root difficulties in problem solving skills. Components of formal programs, such as the Shared Inquiry Discussion component of the Junior Great Books program, and the New Jersey State Bar Foundation’s Mock Trial Programs, work on seeing and expressing multiple points of view, thereby increasing perspective-taking skills. Through this interactive and conversational format, students use evidence to defend both their own points of view as well as opinions differing from their own.

Difficulties with auditory processing and/or organizing language lead to difficulties with conversation skills. Guided visualization activities address awareness of self and feelings, auditory processing and memory, and expressing oneself and one’s feelings in a positive, organized manner. Role play and drama activities address sending and interpreting nonverbal messages and assertive communication skills. Interactive games and discussions build competency in conversation skills.

By addressing each child’s individual social communication skill goals in the natural classroom setting, countless opportunities are provided to reinforce newly learned skills. In addition, parents and classroom teachers are an integral part of this treatment team, providing valuable input for individualized goals and working to carry over goals to all settings.

Writing Program

Hochman Basic Writing Skills Program

Hochman Basic Writing Skills Program, developed by Judith C. Hochman, Ed.D, is designed to meet the needs of learning different students who have difficulty in achieving competency in written language. The goal of the writing program is to enable students to express themselves clearly and accurately in written form. Cambridge learning specialists provide direct instruction in the process of writing, which gives the student the structure and organizational strategies integral to the task. At the heart of this program is intense work at the sentence level. Multi-sensory activities such as sentence expansion, sentence starters and conjunctions empower students to develop the skill of writing linguistically complex sentences. At Cambridge School we place an emphasis on well developed sentences as they are the foundation of all written work. Strategies and techniques for developing Quick Outlines, complex sentences, well-developed paragraphs, and longer compositions are also taught. The lessons also stress planning, outlining, proofreading and editing. Study skills such as note taking, paraphrasing, and summarizing are also included. Capitalization, punctuation, spelling and handwriting are incorporated into the daily writing lessons as well. The primary emphasis is on providing a framework for organizing written expression while building linguistic complexity in our students work.

The teaching of writing is integrated into all content areas, so that students write the same way, all day, and hence internalize the basic skills and strategies of this program. Teachers of science, social studies, mathematics, and art help to carryover and reinforce what the students have learned in their writing and language arts classes. This consistent reinforcement of writing skills assures that students learn to think and write with greater precision and confidence.

Directionality and Handwriting Exercises

Directionality and Handwriting Exercises are an important component of our program and are performed daily at Cambridge School. In order 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. Students are taught handwriting using the D’Nealian ™ method. Manuscript writing is taught in Lower School I & II and cursive writing in the Lower School III using the Wilson sequence for letter formation.

Programs for Reading

Visualizing and Verbalizing®

The Visualizing and Verbalizing® program for language comprehension and thinking helps students develop concept imagery – the ability to image a gestalt or whole. The program applies concept imagery to reading comprehension, oral language comprehension, following directions, higher order thinking skills, expressive language and writing. At the heart of the Visualizing and Verbalizing® program are 12 structure words that help students to develop the skill of “making a movie” in their minds as they read from the text or as they take in auditory information, for example, storytelling. As the student becomes skillful with the strategies in this program his/her reading comprehension, critical thinking and expressive language skills improve.

Guided Reading

Guided Reading is a strategy that helps students to understand as they read. Teachers provide students with support, encouragement and praise as they begin to use various reading comprehension strategies. This approach begins with introducing a book by tapping into students’ prior knowledge, and building a background and a purpose for reading. As they work their way through the book, teacher guided lessons help students to recognize context clues, make predictions and use higher order thinking skills. With guidance, students come to possess the skills and knowledge necessary to read increasingly more difficult text with success. Guided Reading provides the framework to ensure that students are able to independently apply strategies, such as the “post-it note strategy” which helps them to glean the main idea from each page. This ensures a higher level of comprehension and connection to the text. Independent reading is the ultimate goal. Guided Reading helps students to enjoy reading, inspires them with increased confidence, and empowers them to delve into other challenging literary works.

Read Naturally

Read Naturally provides a framework for our students to improve reading fluency. This research based reading program combines three powerful strategies for improving the speed and accuracy that is crucial to effective reading. The three components include teacher modeling, repeated reading, and progress monitoring.

Each student is assigned a level appropriate story. To begin, the teacher utilizes the choral reading strategy to establish that the child can decode unfamiliar words and understands the vocabulary words within the text. Then, the student reads the passage aloud and the teacher records his/her “cold reading” rate. Next, the student re-reads the assigned story several times in class and at home until he/she can read it at a predetermined goal rate established by the teacher. Finally, at the end of the week, the student completes a final reading of the same story called the “hot read” and graphs his/her progress in a journal. This progress based tracking system increases students’ self-esteem and inspires them to take greater responsibility for their own success.

Idiom Instruction

Idiom Instruction is exposure to the language of inferences, sayings and idioms, concepts that are sometimes difficult to grasp for learning different students 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 the process of moving from concrete thinking to the more abstract. Exposure to inferences, sayings and idioms also helps with reading comprehension skills.