Madison School uses the Developmental Reading Assessment (DRA) to identify the students' current reading level. The DRA is an individually administered assessment that is given to students two or three times a year. In addition, it is used to document student growth, to identify strategies used and to guide instruction.
Additionally, early literacy assessments are administered up to three times a year. These assessments include, letter identification, phoneme/sound production, Hearing Sounds in Words, basic sight word recognition and reading/writing attitude surveys.
Guided Reading (Read with)
The teacher works with a small group of students who are reading at approximately the same level. The students have individual copies of the book and independently read orally or silently as the teacher observes, coaches and evaluates the students' performance. The teacher encourages students to think critically about the book and to demonstrate reading strategies independently.
While guided reading groups are meeting with the teacher, the other students are engaged in literacy work stations/centers. Literacy work stations/centers are implemented to practice and apply different reading and writing skills.
Independent Reading (Read by)
On a daily basis, children read on their own or with partners from a wide variety of materials. This includes reading charts, poems, songs, the word wall, class stories, informational books, big books, etc. Through independent practice, students become fluent and confident readers.
Read Aloud (Read to)
The teacher chooses a variety of books that may be written above the students’ current reading level. Reading to children stimulates their desire to become readers and models fluency and expression. It also allows them to build background knowledge through listening comprehension.
Shared Reading (Read with)
The teacher uses text with words large enough for all students to see. This may include big books, poems, songs and charts. The shared reading text is chosen to teach specific reading strategies and skills. Through discussion, the children are engaged in learning and using reading/problem solving skills within a book, not in isolation.
Reading and Writing
Madison School implements a Balanced Literacy Approach to teaching reading and writing. This allows teachers to meet the individual learning needs of all students.
Literacy instruction is the main focus of the primary classroom. Students are given many opportunities to read and write on a daily basis. A variety of children’s literature is used in the reading and writing process.
Monthly menus in PDF format.
Welcome to TOPS Pre-K!
The TOPS Pre-K program supports the development of the whole child and provides opportunities for learning which facilitate each child's cognitive, emotional, social, and motor development.
We believe that children learn best through hands-on play based experiences and exploration. We believe that a secure and nurturing classroom creates a positive learning environment, which will simulate each child's growth and development.
The TOPS Pre-K curriculum is coordinated with Madison's K-2 program to better develop skills in reading, writing and mathematics. Our state certified teachers weave literacy skills into our daily routine. We enhance our curriculum using Handwriting Without Tears, Jolly Phonics, and the Second Step social skills program. TOPS follows the guidelines of the National Association for the Education of Young Children, (NAEYC), Creative Curriculum, and the Illinois Early Learning Standards. Developmentally appropriate instruction promotes thinking, speech/language, social/emotional, and large and small motor skills growth. Children engage in hands-on experiences, which enhances their joy of learning. Each child's strengths and abilities are celebrated in an individual portfolio which contains work samples, pictures, and documentation of developmental milestones.
"Where learning and fun go hand in hand"
TOPS Preschool classes meet Monday through Friday, with the exception of Madison School holidays. Parents can indicate a preference for morning or afternoon preschool and we will do our best to accomodate you.
Class times are as follows:
Each classroom has a daily schedule which includes play time, whole group time, snack, and outside time as weather permits.
TOPS is a recipient of the state of Illinois Preschool for all Grant. There are no fees for parents.
"Where learning and fun go hand in hand"
TOPS Pre-K is a receipient of the Illinois Preschool for All grant, which focuses on high-quality educational programs for children who are determined to be "at-risk" due to a wide variety of factors. A few examples of these factors are: low to moderate income families, families where English is not the primary language spoken at home, and single parent/blended families. Students must be "at-risk" and at least 3 years old to enroll in the Preschool for All program.
Please note that we have limited space and not every student who qualifies will be able to secure a spot in the program. Children who are the most "at-risk" will be placed first and 4 year olds also get priority over three year olds.
Registration--February 4, 2013 through April 5, 2013
Lincoln Junior High