Focus on Learning: Don't "slide" this summer!

LAUNCH sail is an academically based program geared at maintaining and developing academic skills over the summer months in order to address summer regression; also known as the “summer slide”. Class sizes are small allowing teachers to target each individual student’s needs and provide a hands-on, multi-sensory approach to learning creating a fun and engaging experience for students.

Registration for SAIL 2018 is open. Register now.

Overview
Details & Options
Teachers

Overview

  • Classes offered include reading, math, written language/study strategies, social awareness, technology, art, and music.

  • Class periods are 45 minutes in length.

  • Each child has an individual schedule based on class selection.

  • Students are grouped according to age.

  • Class size is no more than eight students per teacher.

  • Classes are taught by highly-qualified teachers who work in local school districts during the school year.

  • The teachers are responsible for designing their own curriculum to address the needs of the students, with the exception of reading class, in which the teachers are required to use the Orton-Gillingham/Wilson method.

  • The program strives to achieve the following outcomes for each student: to be engaged in:

    • learning

    • experience success

    • have fun

    • experience no regression

    • maintain academic growth

    • develop strategies

    • learn new skills

    • develop social skills

    • develop new friendships.

  • Students of varying abilities participate in the program, including, but not limited to, typical learners, students diagnosed with a learning disability and/or ADHD, and higher functioning students on the autism spectrum.

Details & Options

Half-day

  • Three or four classes in chosen subject areas

  • Either AM or PM

Full-day

  • Seven classes

  • Lunch is from 12:00 pm – 12:30 pm. Students are responsible for providing their own lunch.

Details

When: July 10, 2018 through August 16, 2018; Tuesdays, Wednesdays, and Thursdays, 9:00 am to 2:45 pm

Where: Pine Grove Middle School, 6318 Fremont Road, East Syracuse, NY 13057

Program Fees: three classes – $500.00; four classes – $600.00; seven classes – $890.00

  • Deposit of 50% due at registration, with remaining balance due Tuesday, July 10, 2018.

  • Partial scholarships are available. Deadline for applications is June 27, 2018.

  • 10% discount for each additional child in family.

  • 20% processing fee to withdraw.

  • Register Online Here

Teachers

Brad Andrews
Technology
Nicole Backes
Director of Summer Programs
Kayla Gallipeau
Math

Kayla Gallipeau

Math

Kayla Gallipeau is currently a third grade teacher at Meachem Elementary School.  Kayla has been teaching for four years in the Syracuse City School District.  She acquired her Bachelor’s Degree in Childhood Education from SUNY Cortland in 2011 and her Master’s Degree in Literacy from SUNY Cortland in 2013. Outside of teaching, Kayla enjoys running, playing beach volleyball, and spending time with family and friends.  Kayla is extremely excited to explore new adventures with the students and teachers in SAIL!

Jennifer Gass
Writing & Study Skills
Margaret Gerbsch
Reading & Math
Rachel Kerr
Music
Tamara LaVallee
Teaching Assistant

Tamara LaVallee

Teaching Assistant

Tamara Lavallee is currently a Special Education Teaching Assistant in the West Genesee School District. She has worked there for 12 years. Tamara has worked in an inclusion classroom setting for 9 years and has experience working with students of all abilities. She is excited to work in the SAIL program this summer.

Marissa Rose
Math & Reading
Katherine Stamm
Social Awareness
Brandi Tourin
Art
Dianne Pennings
Director of Children Services

Dianne Pennings

Director of Children Services

Dianne has over 25 years of experience in the field of special education.  She began her teaching experience in a self-contained classroom and within a year was visiting schools to implement inclusion programs.  Her passion for educating youth has never wavered, even as she has stepped into an administrative role.

Mara Yuzwak
Reading

Mara Yuzwak

Reading

Mara Yuzwak (pronounced Usewalk) has worked with several reading programs and was a pilot teacher for the Wilson Just Words program. Most recently, she supported middle school students via the Language Live! reading program. Currently, she works as a middle school consultant teacher within the Syracuse City School District. Prior to this, she worked within the district as a pilot teacher for students with autism and as a self-contained teacher for students with emotional disabilities. Mara states, “I am passionate about teaching students how to advocate for themselves in appropriate ways so that their needs can be better met socially, emotionally, and academically. I believe that while structure is a necessity in a classroom, flexibility is of equal value. It is important to teach in a manner that is meaningful to the students and to allow them, when appropriate, to make choices in the way they learn.”

Olivia Procopro
Intern
De'Naja Chambers
Intern

Sail Curriculum

Reading
Math
Study Strategies & Writing
Art
Technology
Social Awareness
Music

Reading

Teachers: Mara Yuzwak, Marissa Rose

Decoding

During the first week of SAIL, students were administered the Wilson Assessment of Decoding and Encoding (WADE) to determine their current reading and phonemic awareness levels. Notes were also taken as to student ability to decode words. Initial curriculum will be based on your student’s performance on the WADE and modifications will be made as students demonstrate their unique abilities throughout the program.

All students will demonstrate their skills in a variety of ways including, but not limited to: independent work, partner and small group work, whole group work, and one-to-one work with the teacher via the modes of: writing, drawing, reading, speaking, and listening. This will occur through direct and indirect instruction with formal and informal assessments. Every Thursday, students will complete an online assessment to monitor progress. Social and self-advocacy skills will be embedded throughout the curriculum. Skill focus, based on level, will include some/all of the following:

  • Letter/Sound Recognition – the ability to match a letter to its corresponding sound/sounds. We will work on each letter’s individual sound and aide students in understanding the letters that may make more than one sound (such as hard “g” in go and soft “g” in giraffe).
  • Phonemic Awareness – the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words. Awareness of how sounds work prepares students for reading print.
  • Decoding – the ability to apply knowledge of letter/sound relationships and understanding of letter patterns to correctly pronounce written words. This enables students to quickly recognize familiar words and to break down/figure out unfamiliar words.
  • Other Initial Reading Concepts – Sight Words, Consonant-Vowel-Consonant (CVC) words such as “cat” and “dog”, single syllable and multi syllabic words, open and closed syllables, digraphs (a combination of two letters representing one sound such as “ph” and “ey”) and diphthongs (a sound formed by the combination of two vowels in a single syllable, in which the sound begins as one vowel and moves toward another such as “coin” and “loud”, root/base words, pre-fixes and suffixes, contractions and rules (such as “Y” as a consonant and vowel, “ie/ei” placement).
  • Vocabulary – identify unfamiliar words and implement strategies such as context clues to determine their meaning.
  • Reading Elements – identify plot, character, setting, and theme

Students are encouraged to read outside of the classroom. Reading can include picture books, comics, fiction, non-fiction, etc. Students are also encouraged to practice their writing skills as well as sound and word recognition skills.

Comprehension

This course was designed to assist students in their reading skills. Comprehension will be the main focus of this course. We will be reading Diary of a Wimpy Kid, as voted on by the students. Students will be introduced to a new technique each week that will help them implement different reading comprehension strategies. The strategies that will be focused on during this course are: summarizing, inferring, recalling, compare/contrast, and determining importance. A different technique will be introduced each week so that students will have a wide range of techniques they can use in order to comprehend what they are reading whether it is for school or for pleasure. Students will work with their classmates in whole group and small group settings, as well as individually so that they can develop an understanding for each strategy. The students will be assessed every Thursday in order to monitor progress.

Week 1: Strategy: Summarizing and Recalling - Students will be introduced to the technique of “fill the bag”. Students will use Post-it’s to write down important details from different articles, put them in the bag, and then use the Post-it’s to help them recall and summarize what they read.

Week 2: Strategy: Summarizing - Students will begin to read Diary of a Wimpy Kid. We will be summarizing with “Somebody… Wanted… But… So… Then”. Students will answer questions about the text and fill out a chart. We will discuss the book as a whole group and in small groups.

Week 3: Strategy: Determining Importance - Students will discuss problems in the book. We will make a chart to help students organize their thinking. We will discuss the book as a whole group and in small groups.

Week 4: Strategy: Compare/Contrast - Students will continue to read Diary of a Wimpy Kid. Students will compare and contrast characters and identify character traits. Students will make character posters in two small groups and we will compare and contrast the two posters.

Week 5: Strategy: Inferring - Students will focus on characters’ feelings this week as they continue to read Diary of a Wimpy Kid. They will pay attention to how the characters act, how they speak, what they say, and what they think in order to understand how they feel.

Week 6: Inferencing and Determining Importance - Students will finish reading Diary of a Wimpy Kid. This week we will discuss plot versus theme and how to differ between the two.

Math

Teachers: Kayla Gallipeau, Marissa Rose    

This course is designed to reinforce mathematical skills and strategies learned during the school year. Students will follow teacher modeling and will have independent practice sessions to encourage students to use their own critical thinking skills as they work through the grade appropriate topics.  In addition, this class will encompass interactive, multi-sensory approaches to further enhance student learning. Skills and topics are taught based on the students’ needs, areas needing improvement and understanding of topics from the most current grade level.  For each grade level, there are several main topics that will be addressed this summer in SAIL, which are listed below under specific grade levels.

Kindergarten focus:

  • Counting and Cardinality: includes knowing number names and the count sequence, count to tell the number of objects, understanding of ordinal numbers, comparing numbers
  • Operations and Algebraic Thinking: understanding addition as putting together and adding to, and understand subtraction as taking apart
  • Geometry: identify and describe shapes and their attributes

First Grade Focus:

  • Operations and Algebraic Thinking: understanding and applying properties of operations and relationship between addition and subtraction, add/subtract within 20, represent and solve problems involving addition and subtraction
  • Number and Operations in Base Ten: extending the counting sequence, understanding place value, using place value and properties of operations to add and subtract
  • Geometry: to reason with shapes and their attributes

Second Grade Focus:

  • Operations and Algebraic Thinking: represent and solve problems involving addition and subtraction, add/subtract within 20, work with equal groups to gain foundations in multiplication
  • Number and Operations in Base Ten: understand place value, use place value understanding and properties of operations to add and subtract
  • Geometry: reason with shapes and their attributes

Third Grade Focus:

  • Operations and Algebraic Thinking: understand relationship between multiplication and division, multiply/divide within 100, solve word problems involving four operations and explain patterns in arithmetic
  • Numbers and Operations in Base Ten: use place value understanding and properties of operations to perform multi-digit arithmetic
  • Number and Operations (Fractions): develop understanding of fractions as numbers

Fourth Grade focus:

  • Operations and Algebraic Thinking: use four operations with whole numbers to solve problems, familiarity with factors and multiples, analyze patterns
  • Numbers and Operations in Base Ten: generalize place value understanding for multi-digit whole numbers, use place value understanding and properties of operations to perform multi-digit arithmetic
  • Fractions: build fractions from unit fractions, understanding equivalent fractions and ordering, decimal notation for fractions and compare decimal fractions

Fifth Grade focus:

  • Operations and Algebraic Thinking: write and interpret numerical expressions, analyze patterns and relationships
  • Number and Operations (Fractions): use equivalent fractions as a strategy to add and subtract fractions, apply and extend previous understandings of multiplication and division to multiply and divide fractions

Sixth Grade focus:

  • The Number System: apply understandings of multiplication and division to divide fractions by fractions, compute fluently with multi-digit numbers and find common factors and multiples
  • Expressions and Equations: reason about and solve one-variable equations and inequalities, apply and extend previous understandings of arithmetic to algebraic expressions

Over the course of the next six weeks, students will be exposed to a multi-modal approach to mathematics. Students will develop an understanding for counting, cardinality, addition, subtraction and geometric shapes. Children will learn multiple math strategies that are useful in everyday life. Children will use problem solving and critical thinking skills during this class. The topics covered in this class are basic foundational skills that students will build upon as they progress through their schooling. Whole group and small group activities will be utilized in this class to promote socialization and cooperation among all the students in order to create a friendly environment.

Week 1: Counting and Cardinality - Students will be introduced to counting strategies and will participate in hands-on activities to help them develop an understanding of numbers 1-20.

Week 2: Counting and Cardinality - Students will build on what they understand from week 1’s work and demonstrate their knowledge of numbers 1-20 through different activities.

Week 3: Geometric Shapes - Students will learn about two-dimensional shapes and their attributes. We will discuss where we see shapes in the world around us through different activities in order to make a connection to the students’ lives.  

Week 4: Addition - Through the use of story problems and manipulatives students will learn how to add small quantities together. Students will understand that addition is putting two quantities together to make a whole.

Week 5: Addition - Through different whole group and small group activities students will complete addition problems within 10. Students will use different manipulatives to “show what you know” and write addition equations.

Week 6: Subtraction - Once students have an understanding of numbers to 20 and addition, subtraction will be introduced during the final week. Through different games and activities students will solve subtraction problems within 10.

Study Strategies & Writing

Teacher: Jennifer Gass

The goal of this course is to help students learn and identify strategies that help them feel successful in the classroom. Lessons will be guided on student interests and learning styles. Using graphic organizers, creative activities, dialogue, and technology students will experience different ways of learning and writing. By doing this, students will also be given the opportunity to reflect on what learning style works best for them.

Writing can be an expressive and creative outlet for students. This summer, students will learn how to improve hand writing, expand simple sentences, and collaborate to write a story as a whole group. At the end of the summer, students will walk away with multiple strategies in their “tool box” that they can use during school and for years to come.

Grades K - 3

Some of the writing projects we will focus on this summer include:

  • Letter formation using multiple mediums (chalk, paint, crayon, pencil – the idea is to make writing fun and interesting while practicing letter formation)
  • Ordering words to make a complete sentence
  • Add details to simple sentences to elaborate and create complex sentences
  • Create an alternative ending to a fairy tale (whole group)
  • Collaborate to write a story, as a class
  • Draw and label pictures

Grades 4-6

Some of the writing projects we will tackle this summer include:

  • How to enhance writing pieces (writing a hook and using details)
  • Narrative Writing: using personal experiences to create a narrative
  • Creating an alternative ending to a fairy tale
  • Explore various writing styles: informative, persuasive, expository
  • Explore various forms of creative writing: comic strips, poems, narratives, plays

Art

Teacher: Brandie Finger-Touron

This course is designed to allow students a creative outlet to explore art materials and express their creativity. Students will use a variety of mediums to create projects and crafts which use multiple intelligences. With each project, students learn specific techniques for creating art, while having the freedom to make the project their own with creativity and choice. Projects are age appropriate and are often aligned with learning goals in other classrooms. Students also have an opportunity to communicate about their own art and the art of others. Art has something to offer every child by providing the space to use individual skills and interests to create beautiful works of art.

Week One

  • Introduction to materials, opportunity to share
  • Conversation and games geared around art
  • Opportunities to try out different mediums with self-directed projects
  • Routines and Expectations for the Art Room

Week Two:

  • Food study
  • Multi-media projects
  • Learn techniques in drawing using shapes and shading
  • Using food for printmaking
  • Using the shapes in food to create

Week Three:

  • STEAM Projects
  • Using science and technology to create art
  • Noticing geometry in viewing and making art
  • Studying animation and creating our own

Week Four:

  • Poetry and Art
  • Analyzing a variety of literature and accompanying illustrations
  • Children will make their own short story with illustrations produced with their choice of medium

Week Five:

  • Students will complete projects which focus on a variety of artists, some historical and some contemporary
  • Exposure to famous artists and their work
  • Opportunities to replicate some well-known art pieces

Week Six:

  • Student directed art projects
  • Using art for relationships
  • Activities with social and emotional connections
  • Connecting art with music and performance opportunities

Technology

Teacher: Brad Andrews

This course is designed to introduce students to various computer-based skills and programs that are frequently used in today’s academic, professional, and personal settings. Students will not only learn the basics of using these programs, but will also be afforded the time to use their own creativity, ingenuity, and knowledge to create age-appropriate projects using the programs. Another major focus of the course will be keyboarding skills – preparing students for writing tasks in their futures. Students will also be introduced to apps and websites designed to give students an opportunity to further reinforce and develop English Language Arts and math skills.

 Listed below are the skills to be addressed in the SAIL technology program:

  • Keyboarding, with an emphasis on proper hand and finger placement. Keyboarding practice and instruction will be a daily feature of the program.
  • Functions, proper usage, and care of a keyboard and mouse.
  • Functions, proper usage, and care of a tablet/iPad.
  • Microsoft Word
  • Microsoft PowerPoint
  • Introduction to the Google Suite
  • Using Google Docs and Google Slides to create presentation and research projects
  • Computer programming and coding. Students will learn to put code together both using a template (such as MIT’s Scratch website) and basic coding in languages such as JavaScript. Students will learn to create animations, games, and other projects via coding.
  • Students will be introduced to select age-appropriate apps and websites designed to reinforce and develop reading and math skills.

Social Awareness

Teacher: Katie Stamm

This course will focus on meeting students’ social emotional needs and providing students with tools to improve self-awareness and develop healthy relationships. The MindUp Curriculum focuses on teaching students to be mindful in all areas. Lessons will be geared around how to create and maintain connections. Through role play, writing, hands on activities, read aloud, class discussions, games, and music, students will learn a variety of tools and techniques to improve self-awareness and social awareness. Students are encouraged to greet their peers each day in order to create a safe and welcoming atmosphere for all which is conducive for social emotional learning. Below is a summary of what students will focus on throughout the program.

Week One: Introductions

  • Day 1: Introductions done by whole group get to know you activities
  • Day 2: Similarities/Differences
  • Day 3: Qualities that they look for in a friend along with compliments

Week Two: Sharpening your Senses

  • Day 1: Mindful Listening
  • Day 2: Mindful Smelling
  • Day 3: Mindful Movement – Students will participate in Yoga every Thursday for remainder of the program.

Week Three: It’s All about Attitude

  • Day 1: Being Optimistic
  • Day 2: Showing Gratitude
  • Day 3: Happy Experiences/Meditation by Yoga

Week 3: Acts of Kindness

  • Day 1: Opportunities to show kindness and be able to perform three acts of kindness
  • Day 2: Explore the benefits for themselves and others when they are being kind
  • Day 3: Activity to give back to the community

Week 4:  Being Part of a Group

  • Day 1: Sharing
  • Day 2: Following group rules by playing games
  • Day 3: Being a good sport

Week 5: Expressing your Feelings

  • Day 1: Dealing with emotions
  • Day 2: Strategies to use when we feel upset/frustrated/sad
  • Day 3: Being able to identify your feeling and how to have self-control

Week 6: Listening

  • Day 1: Active Listeners
  • Day 2: Following Directions
  • Day 3: Positive Feedback

Music

Teacher: Rachel Kerr

This course is designed to allow students a creative musical outlet within the day to engage in music-making activities, practice social skills, and express their creativity. Students will sing, move, play instruments, listen to and create music daily. Engaging in a variety of music-making activities allows the students to express their multiple intelligences. In your child’s particular music class, your child will learn about 2-3 songs per week and get to use multiple instruments. Our songs will support simple literacy and math skills. Creating “concert programs” will reinforce your child’s writing skills and performing our mini-concerts on Thursdays will help build your child’s social development skills, such as teamwork, communication, being part of a group, expressing ideas and feelings, problem solving, and listening.

Group A

Tuesdays

  • Sing the “Hello” song
  • Play a rhythmic instrument game
  • Learn Song #1
  • Learn Song #2
  • Earn a dance party or freeze dance
  • Sing the “Goodbye” song

Wednesdays

  • Sing the “Hello” song
  • Play a rhythmic instrument game
  • Review Songs #1 & 2 and add movement/staging (student-directed)
  • Learn Song #3
  • Earn a dance party or freeze dance
  • Sing the “Goodbye” song

Thursdays

  • Sing the “Hello” song
  • Play a rhythmic instrument game
  • Review Songs #1-3, add movement/staging (student-directed)
  • Select a song to perform for another staff member
  • Create concert programs for the audience
  • Perform!
  • Earn a dance party or freeze dance
  • Sing the “Goodbye” song

Group B

At SAIL, we will be doing Bucket Drum Karate! Each week, your child will get to earn a different colored “belt” by demonstrating a new musical skill:

Week One: White Belt - holding the drumsticks correctly, keeping a steady beat, alternating hands, playing “ta” (quarter note)
Week Two: Yellow Belt - all of the above, plus the introduction of “ti-ti” (grouped eighth notes)
Week Three: Blue Belt - all of the above, with the added challenge of difficult sticking (correctly identifying which hand to use - R for right and L for left. It’s not always alternating!)
Week Four: Green Belt - all of the above, plus the introduction of the quarter rest, or one beat of silence
Week Five: Red Belt - all of the above, with the addition of reading stick clicks
Week Six: Black Belt - a culmination of all of the above in one final challenge

Group C

The following topics will guide instruction weekly:

Week One:

  • Introduction to the instruments
  • Students verbalizing their preferred music genres and favorite songs
  • Playing chords/drumming along to teacher-selected songs

Week Two:

  • Applying ukulele chords to student-selected songs
  • Drumming along to student-selected songs

Week Three:

  • Learning new ukulele chords and strumming patterns
  • Working on more intricate drumming patterns and connecting heard rhythms to written notation

Week Four:

  • Combining drumming and ukulele together as a “band”
  • Following written notation

Week Five:

  • Collaborating to write a SAIL-themed original song
  • Writing the song down using standard or invented musical notation

Week Six:

  • Preparing for final SAIL performance during the last day celebration

Weekly Photos

Week 1
Week 2
Week 3
Week 4
Week 5
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