Balanced literacy instruction includes Guided Reading, Writing, Phonics, Word Study, Shared Reading, and more.
In alignment with the research related to the science of reading, literacy instruction at Emerson has always included the following program components: whole group instruction with high quality read-alouds and lessons about story elements and reading strategies (character, plot, setting, problem and solution, making inferences and predictions, identifying the author’s central message, and the difference between fiction and non-fiction); small group explicit reading instruction to build fluency, comprehension, and the ability to read aloud with expression; explicit phonics instruction (letter names and sounds, word families, encoding skills, sight words, syllabication, rhyming, compound words), and writing. We are currently implementing the Fundations curriculum for explicit phonics instruction in grades K-3.
Directed reading groups are an opportunity for the children to meet with the teacher in small groups (and sometimes one-on-one). Children are grouped based on the specific skills they are working on at the time, and the groups and instructional content are adjusted regularly to best meet each child’s specific needs at any given point. This explicit instruction and support incorporate all of the skills and concepts mentioned above for reading increasingly challenging texts. At the upper grade levels, book clubs replace explicit small group instruction for most students.
In addition to direct and explicit instruction, literacy at The Emerson School is taught and practiced throughout the day and across the curriculum. The children learn to read, write, speak, and listen in a variety of settings. During Project work, both in the classroom andout in the field, students apply reading and writing skills and learn by listening to experts. In math class, children write about their findings and thought processes and talk about solving problems. As they sing during music and create throughout the day, they read along and express themselves. And, as class meeting participants, students listen to each other and share their ideas aloud.
A usual literacy day in grades K-3 would include the following:
- Explicit phonics instruction using the Fundations curriculum: This consists of a whole or small group phonics lesson, followed by individual/partner activities incorporating the skills and concepts from the lesson. The teacher will support individual and/or small groups of students as needed for the activity.
- Explicit direct reading instruction. This consists of the following components:
- Read with Teacher: small group, differentiated instruction; the focus is on explicit reading skills and concepts (e.g. identifying letters and/or letter sounds within words; decoding new words; reading comprehension; etc.)
- Read to Self: students independently read books they have chosen (with
support from the teacher to ensure appropriate reading level).
- Literacy Games: these games reinforce concepts taught in either the phonics
lesson and/or differentiated reading lessons.
- For more advanced independent readers, book clubs are used. In these,
small groups of students read and discuss a variety of books, with a focus on
different comprehension skills and concepts.
- Daily read alouds: This can include picture books and/or chapter books.
- Explicit writing instruction, based on the 6+ Writing Traits. (See below) This may
include explicit instruction of one of the traits and/or extension of previous lessons.
Students work independently, with partners, or with teacher support to writing in a
variety of modes over the course of the year.
