Recent Changes

Wednesday, June 3

  1. page Literacy edited ... {Bands of Reading Levels Cheat Sheet for Parents.docx} If you have an idea of your child's r…
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    {Bands of Reading Levels Cheat Sheet for Parents.docx}
    If you have an idea of your child's reading level, use this document to find book suggestions. It also includes a description of text levels so that you can better understand what your child is working on as he/she moves up the reading levels. The first document is for younger children. It goes up to level J. The second document has levels K to Z.
    {2014 Helping Your Child Find a JR book A-J 2014.doc}
    {2014
    {2015 Helping Your
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    K-Z (2) (2).doc}(2) (3).pdf}
    {2015Helping Your Child Find a JR book A-J.pdf}

    5 Ways to Support Your Child's Reading and Writing Life
    http://readingandwritingproject.com/news/2013/12/17/how-can-i-help-at-home-5-ways-to-support-your-childs-reading-and-writing-life.html
    (view changes)
    9:58 am

Thursday, March 19

  1. page Literacy edited ... New Research on the Importance of Independent Reading http://www.washingtonpost.com/blogs/ans…
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    New Research on the Importance of Independent Reading
    http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/03/09/how-to-get-kids-to-read-independently/
    Article on the importance of teaching your children to love reading
    Why the love of reading is so important

    Book lists for K and Pre-K Parents of Emergent Storybooks
    {K emergent storybook list.doc}
    (view changes)
    6:01 am

Monday, March 9

  1. page Literacy edited ... Tips for Reading With Your Child at Home {Reading With Your Child (3) (1).doc} New Researc…
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    Tips for Reading With Your Child at Home
    {Reading With Your Child (3) (1).doc}
    New Research on the Importance of Independent Reading
    http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/03/09/how-to-get-kids-to-read-independently/

    Book lists for K and Pre-K Parents of Emergent Storybooks
    {K emergent storybook list.doc}
    (view changes)
    11:18 am

Tuesday, September 16

  1. page Literacy edited ... Parent Presentations Previous Presentations Given in the District Tokeneke PTO Presentation…
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    Parent Presentations
    Previous Presentations Given in the District
    Tokeneke PTO Presentation September 2014
    {Tokeneke PTO Presentation fall 2014.pptx}

    Assessment Presentation from Royle School September 2014
    {Literacy Assessments in Darien 2014-15.pptx}
    (view changes)
    7:56 am

Friday, September 12

  1. page Literacy edited ... Parent Presentations Previous Presentations Given in the District Assessment Presentation f…
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    Parent Presentations
    Previous Presentations Given in the District
    Assessment Presentation from Royle School September 2014
    {Literacy Assessments in Darien 2014-15.pptx}

    Here are the slides from a presentation put together by all the Kindergarten teachers in the District on how children learn to read, write and spell and how parents can help.
    {K Reading and Writing Powerpoint.ppt}
    (view changes)
    12:14 pm

Tuesday, September 2

  1. page Literacy edited ... To develop readers who can persevere when presented with complex texts and can apply skills an…
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    To develop readers who can persevere when presented with complex texts and can apply skills and strategies previously taught to access comprehension
    Overview of Literacy Updates for 2014-15
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    and our phonicsphonics/ spelling programprogram, Words Their
    All teachers are continuing to use the revised Units of Study in Writing series written by Lucy Calkins and colleagues at Teachers College Reading and Writing Project. These books incorporate the Common Core Standards into all of the units.
    ...
    is assessed usingacross three categories acrossin all types of writing units and all grades:grades. The categories are: structure, development and language conventions. The District collects this dataconventions (spelling, punctuation and grammar). Reading and phonics are assessed formally at least three times aof year according to State mandates.as well.
    In our elementary classrooms students read 'just right' materials and write for authentic purposes using the writing process across genres. Teachers get to know their students’ abilities and needs and monitor their progress through on-going formal and informal assessments in reading, writing, spelling and phonics. Teachers use the assessments to angle their teaching to meet the needs of his/her students. Teachers use a balanced approach which means that we use a variety of teaching methods and materials necessary to create a balanced learner. The approach varies based on the specific student or class. That is, we teach both phonics and comprehension strategies. In addition to small group, individual, and whole class phonics instruction based on reading level, we use a national program called Words Their Way to teach phonics and spelling. This program is designed to meet the individual needs of the reader and speller as they learn different letter sound combinations and their corresponding spelling.
    Daily we use a method for instruction called 'The Workshop Model'. It is a consistent and structured chunk of time that provides teachers with multiple opportunities to explicitly teach reading and writing skills and to also differentiate their instruction in one-on-one or small group lessons. This model also allows students opportunities to independently apply the skills and strategies taught in reading and writing lessons. The results of students' approximations, or best try, when working independently informs further instruction from the teacher. Since the majority of workshop time is spent working with students where they are,this is an effective method to use when working with diverse levels of learners. Also since students are writing and reading at their own levels they are not held back from higher levels or remediation if needed.
    In addition to the workshop model we also teach reading through read aloud and shared writing. In writing we also use shared writing and interactive writing to teach writing skills and strategies.
    We use units of study in our reading and writing curriculum. The unit focuses the instruction on a specific genre or topic that the entire class is engaged in. Though the units of study change across the year, the same reading and writing skills are taught with higher and higher levels of complexity as the units progress. That is to say, each unit builds on the skills strategies learned in the previous units. The strategies we teach everyday will be used again and again across the year. Look below and see an overview of our units of study.
    ...
    of support. Next to that chart is another example of visually representing strategies.
    {2nd grade
    ...
    generating support.jpg} {2nd grade chart unit 1 ww.jpg}
    Here is an overview of our K-5 Reading and Writing Curriculum. We use the structures described above to teach the skills and strategies of these units.

    Overview of Reading and Writing Curriculum Scope and Sequence by Grade Level
    {2014-15 K-5 Scope and Sequence for Parents.docx}
    {2nd grade chart unit 1 ww.jpg}
    Reading Assessments
    We use two different assessments for measuring students' reading abilities in grades K-5, the DRA and Teachers College Running Records. Students are not labeled by their result, but instead their level helps teachers direct their reading instruction of skills and strategies to move the reader towards the next level. We find that students who miss the skill and strategy reading work of lower levels develop comprehension issues in the higher levels. Therefore, we deliberately help student progress through the levels.
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    We Teach Handwriting
    As of September 2014 all of our Kindergarten and First grade classes will use the Handwriting without Tears Curriculum.
    Here is a recent article explaining the importance of handwriting on building understanding.
    New York Times Article on Handwriting
    For Parents:
    How to Support Your Child in Literacy at Home
    Attached is a cheat sheet that I developed based off of my research, along with Teachers College Reading and Writing Project, that can help you understand what your child is focusing on in comprehension as books get more complex. The important idea here is that the work builds on each other. That is why it is so important that readers move through the bands of reading levels slowly enough to build a solid reading foundation.
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    This is a blog post on writing for young children that is perfect for parents to read if they currently have a pre-k child or a child in kindergarten.
    Pre- K and K Writing
    Here are the slides from the presentation put together by all the Kindergarten teachers in the District on how children learn to read, write and spell and how parents can help.
    {K Reading and Writing Powerpoint.ppt}
    Pre Kindergarten Information
    These are the slides from our workshop for incoming kindergarten parents on 6/11/14 and 6/16/14.
    {Entering K Reading Writing and Math Powerpoint.ppt}

    This is a blog written by a mom which provides early childhood activities that are easy, fun and valuable.
    http://www.productiveparenting.com/
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    http://www.theguardian.com/books/2013/oct/15/neil-gaiman-future-libraries-reading-daydreaming
    Parent Presentations
    Previous Presentations Given in the District
    Here are the slides from a presentation put together by all the Kindergarten teachers in the District on how children learn to read, write and spell and how parents can help.
    {K Reading and Writing Powerpoint.ppt}
    These are the slides from our workshop for incoming kindergarten parents on 6/11/14 and 6/16/14.
    {Entering K Reading Writing and Math Powerpoint.ppt}

    Royle PTO Presentation about Reading Instruction
    {Royle PTO 10-9-13.pptx}
    (view changes)
    10:39 am

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