Instructional Practices in the Classroom for Reading and Writing

We believe that we provide an environment that stimulates and supports meaningful language use. We believe that children learn to read and write by being actively involved in reading and writing. Our goal is to provide an environment where each child can develop to his or her fullest potential as a reader and writer. It is our intent to instill in each child independence in their learning on their way to becoming lifelong learners! Below is a list of some characteristics of our classrooms, all of which are prescribed by the New York State curriculum.

• Classrooms are arranged to take advantage of opportunities for interaction.
• Books, written by both adults and children, are easily accessible.
• Students hear, read, and respond to a variety of literature from a variety of sources.
• Time is allotted daily for independent reading.
• Students return to books for repeated reading.
• Students select their own books to read and topics to write about.
• There is an emphasis on meaning and "making sense" in oral and written communication.
• Students' own needs and experiences provide the motivation for reading, writing, listening, and speaking activities.
• Students work cooperatively, not competitively.
• Teachers read and write with their students and serve as model speakers and listeners.
• Teachers act as facilitators. They guide children's learning; they are not merely dispensers of knowledge.
• Teachers differentiate instruction based on ongoing observations of their students.
• Reading, writing, listening, and speaking activities support and enhance learning in the content areas.
• Skills are taught, both in and out of context of language use.
• Grouping is done for specific purposes and student need.
• Assessment focuses on what learners can do. It includes observing and recording progress in authentic activities.