Literacy InstructionPreK-4: While each classroom teacher may vary the organization of their “literacy block”, all classrooms provide direct instruction in reading, writing, and language and word study skills. There is a strong reading –writing connections evident in all classrooms. For example, if students are writing informational articles about the animals of the arctic, then students may also be reading informational articles, attending to author’s craft. How does the author createan article that is interesting to read? Vocabulary, language skills, and word study skills are embedded in this work in meaningful and relevant ways.
Grades 5-8: Teachers at this grade level are departmentalized, with each teacher as a content specialist.
· Grade 5: Stephen Heney –Literacy
· Grade 6: Angela Galyean- Writing
. Paul Lasher and Angela Galyean - Reading
· Grade 7/8: Tom Darling -Literacy
Reading Instruction includes:
• Read Aloud: The teacher Reads Aloud across a variety of genres; modeling and discussing what was read. This usually happens with the whole class. The goal is to introduce students to genres, good literature, and models of fluent reading
• Teacher-Guided Reading: Teaching reading comprehension strategies with instructional-level text - across a variety of genres. This usually happens in small, flexible groups. The goal is to teach students strategies for reading a variety of genres.
• Independent/Self-Selected/Silent Reading: Students read independently every day. The goal is to increase breadth and depth of reading, strengthen ownership/interest in reading, build stamina as readers, and build a community of readers.
• Literature Study: Students learn to use literary devices and tools to analyze literature across a variety of genres. The goal is to help students become familiar with and appreciate a variety of types of literature - and use knowledge of literary devices and features to analyze and interpretquality works of literature (grades 3 and up).
Writing Instruction includes:
• Teacher-Guided Writing: This happens across genres and content areas, and explicit teaching of specific features of writing, specific skills and processes, and writing for different audiences. The goal is to teach students the processes and forms of writing.
• Independent Writing: Students writing independently across genres with a balance of choice and "on-demand" kinds of writing (some pieces have multiple drafts; some just one). Teachers have individual conferences with students for revision and editing of writing pieces as needed. The goal is to build fluency and flexibility of writing, as well as ownership.
Language and Word Study Instruction:
• Word and Language Study: Systematic teaching, guided practice, discovery work and independent practice of phonemic awareness, phonics and decoding, spelling, word origins, vocabulary expansion, grammar and other conventions.
◦ Spelling: Phonemic awareness, phonics, word families, syllable spelling, spelling patterns, sight words
◦ Vocabulary: Careful word selection, concept-based instruction, morphology, repeated practice and application
◦ Grammar, Usage, and Mechanics: parts of speech, noun-verb agreement, sentence structure
◦ Oral Language: opportunities for active listening and speaking throughout the content areas