Marblehead, Massachusetts Tutoring Programs
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Marblehead District and Curriculum
Marblehead Public Schools emphasize the importance of implementing educational technology into the curriculum to enhance instruction and learning. Part of the district’s mission is to keep the equipment and programs up-to-date and to provide the proper professional development so that the teachers can effectively integrate the technology into their classrooms. The district’s technology department is working to incorporate two sets of technology-related standards—the Massachusetts D.E.S.E. Guidelines and the National Educational Technology Standards (NETS).
We currently cover the following Marblehead-area school district: Marblehead Public Schools.
Educating Our Parents: Understanding the Marblehead District Curriculum
Students are engaged in daily guided reading, shared reading, independent reading, writing, and word study. In accordance with the Common Core Standards, elementary students are involved in accountable talk, critical thinking, and responding to texts in writing. The Literacy Collaborative has been observed by officials from other area school districts. Finally, the district is committed to implementing research-based literacy practices; its website contains research as to the effectiveness of Leveled Literacy Intervention (LLI) and the impact of having students work with literacy professionals on their reading.
Marblehead has recently added three new software programs that are also available for download at students’ homes; they are EasyBib for grades 4-12 (makes it easier to put together bibliographies and citations), MathType for grades 7-12 (an interactive equation editor), and Premier Literacy Accessibility Suite for all grades levels. These are available for students to use so they can practice and maintain their newly learned skills.
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Keeping Informed: Recent Marblehead Educational News
- Lauded PE Teacher Honored - Eric Fargo, a physical education teacher at Marblehead’s Glover School, won the 2014 Margaret Voss Howard Teacher Award, which is handed out annually to two local teachers (one from Marblehead). Mr. Fargo was honored and surprised to receive this award and praised Glover’s staff, students, and parents who make his job a very enjoyable one. A first grade teacher wrote extremely kind words about her colleague in her nomination letter, describing the outstanding educator’s engaging lessons, flexibility and teamwork, and positive attitude.
- Well-Rounded Senior Earns Scholarship - Each year, the Jason M. Garfield Scholarship Fund awards a scholarship to a graduating Marblehead senior who has overcome adversity in life, while still contributing to society and showing a desire to continue his/her education beyond high school. The 2014 recipient has volunteered for various organizations, including Special Olympics, Bridging Lives, and Marblehead Youth Hockey’s Learn-to-Skate program.
- French Students Learn Game from Quebec - French students from Marblehead Veterans Middle School learned how to play the sport kin-ball from two coaches from Quebec, who were invited to the school by their French teacher. Kin-ball was invented in the French-speaking Canadian province of Quebec in the 1980s and has now spread to ten countries. The sport has some unique features, as it involves three teams playing at one time, uses a huge two-pound ball, and requires everyone on the team’s participation. During the kin-ball game, the students impressively spoke only French.
Marblehead Tutors Can Help Your Student Succeed
SchoolTutoring Academy works with young learners and students, all the way up through high school. We offer Pre-K and Kindergarten Tutoring as well as Elementary School Tutoring to build a strong learning foundation early on. We also offer comprehensive tutoring across all school subjects.
Chalk Talk: Approaching Oral Reading in the Classroom: What to Do
Many of today’s reading classes feature small groups of students of similar reading levels. In these small groups, students take turns reading the short story. This approach allows students to read larger amounts of text yet feel less intimidated, as they are not reading in front of a whole class and are in a group with peers with similar abilities to them. The teacher should form an appropriate amount of groups so that he/she has ample time to spend with each one, listening carefully to their oral reading. Students may read the weekly story from the basal in their small groups once or twice; sometimes, the teacher will have students read the basal story once a week and chapters in an engaging children’s book or novel once a week. Whole-group oral reading may be effective in a classroom with all advanced confident readers; otherwise, the small-group way will likely serve students better.