SCHOOL
IMPROVEMENT FOCUS FOR 2005-2006
Focus
Area 1:
Vocabulary
is the academic focus area for this year. The following descriptions illustrate
how we have been and will continue to emphasize vocabulary at the various
levels and in
different subject areas.
Lower Elementary
Improving vocabulary
in the kindergarten classroom is an ongoing process. Vocabulary is modeled and
reinforced throughout the day. Vocabulary skills are incorporated into various
class activities, and games are played to increase the students' understanding
of the words. Students take part in large group discussions following stories.
Upper elementary students act as "reading buddies" for lower
elementary students, thereby increasing both oral and written vocabulary usage.
Students take part in word building activities using the Animated Literacy
program. These activities not only strengthen the students' use of words
correctly in sentences, the activities also help students show understanding of
what they are hearing and reading.
Upper Elementary
Every two weeks
students are given a list of twenty-four words with corresponding definitions.
The words are taken from books being read in class. Students receive the list
by mid-week and are initially tested the following Monday. On the test,
students are expected to match each list word as used in a sentence to the
corresponding definition from the list of definitions on a separate sheet.
Students who do not get a set number of definitions correct are required to do
a rewrite on Friday. Once a month students get to play a game of 'Vocabo', a bingo-type
game that uses words instead of numbers. The students cover the word on their
card if it matches the definition given by the teacher. Students win points
that can be traded in for prizes. Also, at the beginning of each new Social
Studies unit, students are given a list of words from the glossary in their
text. That list is used for the upcoming vocabulary test.
Junior & Senior High Mathematics
Students are
regularly asked to rephrase answers using their own words to explain new or
difficult concepts, both orally and on tests. Most tests include at least one
question in which students must explain a concept in their own words, using
complete sentences and good grammar. Spelling is evaluated on tests, usually to
a maximum of 5% of the mark. Frequent discussions centre on the idea that some
words can mean one thing in Language Arts or Social Studies class, but quite
another in Math class. (For example, "bias" in statistics). Students
must include in their vocabulary many directing words that frequently appear on
tests or exams. Examples include "compare", "analyze" and
"algebraically".
Junior & Senior High Science
Students are given a
vocabulary at the start of each unit. They must write the definitions for the
vocabulary by a specified date near the end of the unit. After the students
submit their vocabulary for marking, they receive a vocabulary quiz. The
vocabulary quiz consists of 10 matching and 10 written questions. Other
activities include the use of vocabulary words within a scientific context.
Junior & Senior High Social Studies
Students receive a
glossary of terms and are continuously encouraged to use the terms in their
speech and writing, and to refer to the glossary. The teacher makes a definite
point of using the terms in lectures and quizzing the students on them.
Examples of terms are also given and elicited. Words typically found on
Provincial Achievement Tests and Diploma Examinations are emphasized.
Junior & Senior High Language Arts
Previous Provincial
Achievement Tests and Diploma Examinations are analyzed to develop a list of
key vocabulary words. Using this list as a focal point, the teacher integrates
three specific strategies into classroom teaching. The first is to include a
series of weekly "mini-lessons" in course planning, using about
twenty minutes per week to teach vocabulary and word usage. Second, to
reinforce this new vocabulary, the teacher creates a vocabulary word wall,
thereby giving the students a place of reference when they are working on
assignments. The third strategy is integrating vocabulary into the assessment
of student writing. Two separate and unique marks are generally given for
assignment -- one based on content and one based on writing skills. In the
writing component of the assessment the student is encouraged to use the
vocabulary posted on the word wall providing that the vocabulary is appropriate
for the assignment, and is used correctly.
Focus
Area 2:
AISI Project Implementation
The Professional
Learning Community (PLC) concept will be used for the implementation of a
workable and comprehensive school-wide plan to improve learner outcomes, and to
provide a safe and positive atmosphere at
The vehicle for this
initiative will be the School Improvement Plan.
Our teaching staff
spent many days last year working on a plan to address this, and our
initiatives for 2006-07 continue to lay out plans for improving student
success, initially through work on attitudes.