Typical Day in Primary Story Teller

Sharing interesting stories is among many ways CID helps students develop a love for language and reading.

Typical Day in Primary

Preparing students for mainstream schools involves getting them used to homework, giving them greater independence with school-related tasks, and engaging them in discussions about school and social life with hearing children. Family conferences and report cards are also part of the process.

Typical Day in Primary

Language Arts: During our 90-minute language arts period, CID students work on reading skills in small ability-based groups. Phonemic awareness, phonics, vocabulary, reading comprehension and reading fluency are covered as the children succeed in learning to read. Literature time offers a foundation to children’s literature as teachers read aloud to students. CID students enjoy this story time and benefit from listening to the teacher’s reading and interpretation of classic and contemporary stories.

Physical Education Class: Gym class, or PE, is a favorite time for CID students. The children have PE class daily and follow a general education physical education curriculum taught by an experienced teacher. Games, gross motor skills, endurance, sportsmanship and fun are all part of the PE curriculum at CID.

Special Activities: Art, music, computer and social skills are special activities offered during the week. Some of the teachers for these subjects come from outside of CID and are certified in their specific areas. We employ art teachers from the Center for Contemporary Arts and a trained music teacher. Our counselor is hearing-impaired and is an excellent role model for the students during social skills. CID students have access to laptops and SmartBoards throughout the day. Not only is it fun for the children to gain experience in all of these areas, it gives them a well-rounded background similar to that experienced by their hearing peers attending mainstream schools.

Speech and Auditory Training: Master-level teachers of the hearing impaired and SLPs target goals to improve speech and listening skills to meet the individual needs of students in small groups of two or three.

Language: Whether it is talking about their weekend, learning new language structures or participating in pragmatic language activities, the children are encouraged to converse as they learn new language skills. For this subject, children are once again grouped by ability.

Lunch and Recess: These activities are supervised by Washington University School of Medicine graduate students working on their master’s degrees or doctorates in deaf education or audiology. Students have recess time either on the CID campus or in nearby Forest Park, amid beautiful scenery, walking and running paths, playing fields and state-of-the-art children’s playgrounds among its many attractions.

Writing: Using a variety of current curriculum materials, teachers help students learn the writing skills they will need to succeed academically in the mainstream. Writing skills, like all academics, are aligned with the Missouri Grade Level Expectations.

Math:
 CID math classes follow the same general education curriculum used by many schools in the St. Louis area. Math skills are taught using a hands-on approach with concentration on critical thinking skills, language and vocabulary. Because the children are grouped by ability, teachers can concentrate instruction to meet their individual needs. To practice computation skills, the students use a computer program called FASTT Math. This program provides students positive and encouraging feedback as they learn basic computation skills.

Science: CID students are introduced to a variety of experiences to help them learn basic science concepts and vocabulary for their grade level. Textbook information, hands-on experiments, field trips and class projects give children opportunities to build a solid foundation in science.

Social Studies: Children learn best by doing. In CID social studies classes, students supplement their classroom learning by participating in real-life experiences to help them understand basic social studies concepts and vocabulary. Building models of a neighborhood and taking a trip to the local grocery store help students learn about the world in which they live.

 

Typical Day In Primary Teacher

 

Typical Day in Primary Students Bailey Nia