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Literacy

Literacy Vision:

We want students to be competent readers, writers, and speakers, to put them

on the path to college and career readiness.
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East End utilizes the Teacher's College Reading & Writing curriculum

"Our work with reading begins with a commitment to giving students large amounts of time to read books of their own choice, when possible, and always ones that they can read with fluency, accuracy and comprehension. Mountains of data confirm that in order for students to progress as readers, they must have abundant time to read. Lucy Calkins and colleagues have developed the Units of Study for Teaching Reading Series, Grades K-5, published by Heinemann, to support this vital work in schools.

Teachers who work with us begin the year by assessing their students to learn the level of text complexity (on an A-Z scale) that each child can handle and then channeling kids towards texts they can read. Students select a stack of books to keep close on hand in book bins or baggies, so they can easily move from one book to another. Students are instructed to read both in school and at home, and to carry books between both places. They record their progress through books in reading logs, and study this data alongside teachers to ascertain patterns in their reading.

We support explicit instruction in the skills and strategies of proficient reading, following the gradual release of responsibility model. Teachers develop an understanding of the continuum of development contained within any one skill (e.g. synthesis, prediction, interpretation) by studying performance assessments that differentiate student work along a continuum and by reflecting on adult proficient reading. This knowledge positions teachers to explicitly teach in ways that help readers progress along a trajectory of skill development.

Our work in reading, like our work in writing, is grounded in research on evidenced-based teaching (see John Hattie’s Visible Learning, Geoff Petty’s Evidence-Based Teaching, etc). Readers make their thinking about texts visible by talking and writing about texts. Teachers study what readers do, and consider goals that are within reach yet rigorous. Through feedback, teachers give readers an understanding of the progress they have made, and name important goals and work they can do to become more proficient..."

- https://readingandwritingproject.org/services/professional-development/reading

"The Teachers College Reading and Writing Project is one of the world’s premier providers of professional development in the teaching of writing. Lucy Calkins’s books on teaching writing, including the now-classic The Art of Teaching Writing, are foundational to the field.  EECS, like thousands of schools, has adopted Units of Study in Writing Grades K-8 as their writing curriculum.

Our work with writing begins with a commitment to structuring schools so that students have time to write. Students work as professional authors do, cycling through the stages of the writing process and receiving feedback that is essential to growth, and they write, too, as a tool for learning across the curriculum.

During the writing workshop, students are invited to live, work and learn as writers. They observe their lives and the world around them while collecting, drafting, revising, editing, and publishing well-crafted narrative and expository texts. Students receive direct instruction in a mini-lesson, during which the teacher explicitly names a skill proficient writers use that is within reach for most of the class, then demonstrates the skill and provides students with a brief interval of guided practice using it. Students then have time to write, applying the repertoire of skills and strategies they’ve learned, while receiving feedback through one-to-one conferences and small group instruction designed to move them along trajectories of development.

In Writing Pathways Lucy Calkins and her colleagues have developed an assessment system as part of the Units of Study in writing that can be used across a district, school, or classroom. Three intertwined PreK-6 learning progressions, one each in opinion, information, and narrative writing, are at the center of this system. These learning progressions are aligned to the Common Core State Standards and to our knowledge of the teaching of writing. They provide a system to engage in formative assessment, offer high-level actionable feedback, and support student self-assessment aimed at accelerating progress...

As part of their learning, teachers sometimes do the same writing work that they teach students to do. They collect seed ideas, select one to turn into a piece of writing, then draft, revise, edit and publish their own mentor texts, which they may use during whole-class instruction.

Just as children develop as writers, moving along a continuum from beginner to more sophisticated to advanced, so, too, teachers progress along a continuum of teaching development. Teachers who are new to the work learn first the foundations of writing workshop, while those who have been with us for many years receive more advanced professional development. Meanwhile, we, too, learn alongside our schools, refining and outgrowing our best thinking."
- https://readingandwritingproject.org/services/professional-development/writing


We also leverage Technology for 21st Century Literacy Learning

  The new digital, foundational reading program designed to close the achievement gap early, and place ALL  pre-k to grade 2 children on a predictable path to reading proficiently by Grade 3.
Students use their iPads to access this program on a daily basis.

Go to this portal for suggestions for reading at home, activity ideas, a glossary of reading terms, and downloadable books for home practice:   iRead Family Portal


VocabularySpellingCity is an award-winning, game-based learning program for vocabulary, spelling, phonics, writing, and language arts.  This program provides activities for grades 3-5 cross-curricular word study.

For more information and for students to log in at home:   VocabularySpellingCity


EPIC provides an unlimited selection of age appropriate fiction and non-fiction eBooks for pre-k through grade 5, that can be easily discovered and shared.  
For more information and for students to log in at home :   EPIC!