• This program was developed by the state department of education to be a help to students and parents.  It is our goal to give students extra instruction in reading or math -whichever area they are being served.  This extra helping of instruction does not take the place of classroom instruction, but adds to it.  Hopefully, with this additional time of assistance and practice, your child will gain the skills and confidence they need to be able to exit EIP and perform on grade level on their own.  Students are NOT missing any instruction in their regular classrooms.  Teachers use this time for extra instruction with the students in class, time to make-up assignments and things like Accelerated Reader.  Your child should not feel like they are "missing" anything while in EIP.

         In my math classes, students come to my classroom for their extra helping of math.  Acceleration is the key in EIP!  That means that I try to stay ahead of your child's regular classroom math instruction.  I teach it first, so that they feel confident and less confused when they hear the standards in their regular classroom.  This gives my students the opportunity to be "ahead" of the class,feel confident and even be a leader in the classroom.  It's very exciting to see. I meet with classroom teachers weekly to discuss their sequence of standards, in order to plan my instruction accordingly.  .  
         In my reading classes, we READ, READ, READ!  The single most important indicator of whether a child is a reader or not is how much/often they were read to!!  So, if a child struggles in reading, what better way to teach them!?!?! 
         We work on oral reading skills, decoding, VOCABULARY and comprehension.  Comprehension is a skill that eludes most older children, so once we are sure they grasp the vocabulary in the text, then we work intently on understanding the material.  We discuss main idea, literal comprehension (ideas right in the text), and inferential comprehension (ideas where the student must use clues from the text to infer an answer).  I use a variety of books, incorporating fiction and non-fiction to try and reach each child's interest levels.
              I stress the importance of a strong sight word vocabulary.  These are the words seen most commonly in printed material and usually do not fit phonetic rules - therefore cannot be sounded out.  The sight words should be recognized at first sight!  Most students are getting a list from their teacher, but if you need additional lists, just ask.