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Literacy

Literacy 
There are many elements that make up effective reading and literacy instruction. Five of those essential elements are phonemic awareness, phonics, fluency, vocabulary, and comprehension. The instructional core of the Literacy Collaborative model includes instructional approaches and activities that address these five elements both in reading instruction and writing instruction. Children participate in a variety of activities to support early literacy development. The instruction is carefully aligned to the Massachusetts Curriculum Frameworks.

Read Alouds: Teachers read aloud to the whole class or small groups. At meeting times both fiction and nonfiction texts are chosen that relate to current classroom themes. At other times, books are selected that reflect our diverse society.

Shared Reading: Using big books and poems and songs on chart paper, the teacher involves the children in reading together as they follow the text with a pointer.

Guided Reading: Children participate in small, guided reading groups at their instructional levels.

Interactive Writing: Teacher and children compose messages and stories that are written using a “shared pen” technique that involves the children in writing. Responsibility gradually shifts from the teacher to the children.

Letters, Sounds and Words: Children receive explicit whole group and small group instruction in alphabet recognition, phonemic awareness, and phonics. Children participate in weekly Work Board Activities, which allow them ample time to practice working with letters, sounds, and words.

Writer’s Workshop
In early fall children will start with oral stories, then move on to drawing an important part of their story in a sketch book and will eventually write in journals. Each writing period is presented by a mini lesson. As the year progresses, children become more independent and write increasingly longer stories. Teachers conference with individual children and encourage them to take risks and to apply skills modeled during writing lessons. Children differ in their readiness to express their ideas in writing and their developmental levels are taken into consideration when instructional decisions are made.