Students in lower school have two periods of language each day. All lower school students have one period of Language Skills and a period of Language Arts.
There are usually 2 to 3 students in a Language Skills class, and the content follows a scope and sequence of language mastery carefully developed by Jemicy’s language directors. Students work to improve their decoding, spelling, vocabulary, reading fluency, reading comprehension, and handwriting skills.
  • The scope and sequence are based on the fundamentals of Orton-Gillingham instruction and research-based literacy development. Students are grouped according to their level of mastery in this scope and sequence, as well as by their learning style.
  • The content is taught in a sequential, structured, and cumulative fashion.
  • Teachers draw from a number of multisensory reading programs, including those developed by Project Read, Wilson, Lindamood-Bell, Neuhaus, and Sounds and Syllables.
  • Progress is formally assessed two times during the school year using a pre/post curriculum-based benchmark, as well as a fluency assessment. In addition, standardized testing is administered in the spring of each year. The standardized testing battery includes portions of the Woodcock-Johnson Reading Mastery battery, The Test of Written Spelling, and the GRADE (Group Reading Assessment and Diagnostic Evaluation).
Students in JE – M Groups have language arts class one period per day. Because our students all have language-based learning differences, having an additional language class each day helps to further advance the students in the area of language. The Language Arts curriculum covers other language topics/skills that are not addressed specifically in skills class. In I Group, writing skills are taught in a similar fashion as reading, in that the “whole” is broken into its “pieces.” The parts of speech are presented in a multisensory way, focusing on the function of the word, rather than the abstract label.
  • Students study grammar and sentence structure, oral and written language, handwriting, story-mapping/literature, and vocabulary. Through these pursuits, they practice and improve their analytical thinking skills. (JE-M Group)
  • Research-based language programs are utilized, such as Framing Your Thoughts, Story Form, and Handwriting without Tears. (JE-M Group)
  • Students are introduced to Paragraphology™, a color-coded system used to structure paragraphs logically and systematically.  (M-I Group)
  • The Framing Your Thoughts program from Project Read is used to teach grammar and sentence structure. (I Group)
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