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Literacy Instruction in CCSD59

CCSD59 adopts a balanced approach to literacy instruction (reading, writing, speaking, and listening) in order to honor the foundational aspects of literacy development and promote meaningful comprehension and writing of text.

Girl Reading a Book

Specific elements of our balanced approach include:

  • Foundational skills (phonemic awareness, phonics, word study, and fluency) and language skills (grammar, vocabulary, spelling, capitalization, punctuation) are taught within the context of reading, writing, speaking, and listening
  • Deliberate reading instruction each day, in addition combined with time for students to read, applying the repertoire of skills and strategies
  • Meaningful writing instruction each day, coupled with opportunities for daily writing and opportunities to publish written works
  • Daily small group instruction matched to student strengths and needs in literacy
  • Ample opportunities for purposeful practice and feedback
  • Belief system and classroom culture in which students see themselves as readers and writers

Instructional Practices

The Reading and Writing Workshop structure is used in CCSD59. The Reading and Writing Workshop is an instructional model that is used to help students develop the skills, strategies, and behaviors that will help them grow as readers and writers.  Workshop provides a predictable routine, gives students a role in their learning, and allows for the development of the foundational aspects of literacy within an authentic context.  Instruction for both reading and writing in the workshop model is organized into three parts: mini-lesson, purposeful practice, and reflection.

In addition, at the K-5 grade level there is a Guided Reading Hour each day for small group instruction that is leveled to match individual student strengths and needs.  During guided reading, the teacher is working with students in small groups while the rest of the students are involved in literacy activities. Students are placed into guided reading groups based on their reading levels and needs.  


Applied Outcomes

Along with our District Learning Outcomes, District 59 has developed a unique set of Applied Outcomes for each subject area. Applied Outcomes are statements that describe the skills we want our learners to do within a specific subject area, and might also be described as the practices or habits we want students to develop.

Applied Outcomes – Reading

  • Develop and pursue passion(s) in reading
  • Read for learning, personal growth, and/or enjoyment
  • Apply appropriate reading strategies and skills while reading.
  • Critically consume text
  • Engage with others about text in order to learn, reflect, and respond
  • Utilize feedback and reflection to deepen understanding


Applied Outcomes – Writing

  • Develop and pursue passion(s) in writing
  • Use mentors to develop and refine writing craft
  • Engage in a range of writing
  • Engage with others about writing
  • Utilize feedback and reflection to strengthen writing

 

 

 

 

Specific Grade Level Expectations

While the Applied Outcomes describe our long-term learning outcomes in reading and writing, grade level expectations, which are derived from the Common Core State Standards, outline the specific skills for each grade level in all areas of the language arts.

Reading and Writing Skills – Comprehension, Written Communication

Grade K | Grade 1 |  Grade 2 | Grade 3 | Grade 4 |  Grade 5 | Grade 6 | Grade 7 |  Grade 8


K-8 Language Skills Grammar, Vocabulary, Spelling, Capitalization, Punctuation

Grade K Grade 1Grade 2 | Grade 3 | Grade 4 Grade 5 | Grade 6Grade 7Grade 8


K-5 Foundational Skills  – Phonics, Phonemic Awareness, Word Study, and Fluency

Grade KGrade 1Grade 2 | Grade 3 | Grade 4Grade 5 

Literacy Instruction in CCSD59

CCSD59 adopts a balanced approach to literacy instruction (reading, writing, speaking, and listening) in order to honor the foundational aspects of literacy development and promote meaningful comprehension and writing of text.

Girl Reading a Book

Specific elements of our balanced approach include:

  • Foundational skills (phonemic awareness, phonics, word study, and fluency) and language skills (grammar, vocabulary, spelling, capitalization, punctuation) are taught within the context of reading, writing, speaking, and listening
  • Deliberate reading instruction each day, in addition combined with time for students to read, applying the repertoire of skills and strategies
  • Meaningful writing instruction each day, coupled with opportunities for daily writing and opportunities to publish written works
  • Daily small group instruction matched to student strengths and needs in literacy
  • Ample opportunities for purposeful practice and feedback
  • Belief system and classroom culture in which students see themselves as readers and writers

Instructional Practices

The Reading and Writing Workshop structure is used in CCSD59. The Reading and Writing Workshop is an instructional model that is used to help students develop the skills, strategies, and behaviors that will help them grow as readers and writers.  Workshop provides a predictable routine, gives students a role in their learning, and allows for the development of the foundational aspects of literacy within an authentic context.  Instruction for both reading and writing in the workshop model is organized into three parts: mini-lesson, purposeful practice, and reflection.

In addition, at the K-5 grade level there is a Guided Reading Hour each day for small group instruction that is leveled to match individual student strengths and needs.  During guided reading, the teacher is working with students in small groups while the rest of the students are involved in literacy activities. Students are placed into guided reading groups based on their reading levels and needs.  


Applied Outcomes

Along with our District Learning Outcomes, District 59 has developed a unique set of Applied Outcomes for each subject area. Applied Outcomes are statements that describe the skills we want our learners to do within a specific subject area, and might also be described as the practices or habits we want students to develop.

Applied Outcomes – Reading

  • Develop and pursue passion(s) in reading
  • Read for learning, personal growth, and/or enjoyment
  • Apply appropriate reading strategies and skills while reading.
  • Critically consume text
  • Engage with others about text in order to learn, reflect, and respond
  • Utilize feedback and reflection to deepen understanding


Applied Outcomes – Writing

  • Develop and pursue passion(s) in writing
  • Use mentors to develop and refine writing craft
  • Engage in a range of writing
  • Engage with others about writing
  • Utilize feedback and reflection to strengthen writing

 

 

 

 

Specific Grade Level Expectations

While the Applied Outcomes describe our long-term learning outcomes in reading and writing, grade level expectations, which are derived from the Common Core State Standards, outline the specific skills for each grade level in all areas of the language arts.

Reading and Writing Skills – Comprehension, Written Communication

Grade K | Grade 1 |  Grade 2 | Grade 3 | Grade 4 |  Grade 5 | Grade 6 | Grade 7 |  Grade 8


K-8 Language Skills Grammar, Vocabulary, Spelling, Capitalization, Punctuation

Grade K Grade 1Grade 2 | Grade 3 | Grade 4 Grade 5 | Grade 6Grade 7Grade 8


K-5 Foundational Skills  – Phonics, Phonemic Awareness, Word Study, and Fluency

Grade KGrade 1Grade 2 | Grade 3 | Grade 4Grade 5 

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