![]() The volume of variance of choice in the program may not support all readers in achieving grade-level expectations and/or a full year’s growth in reading. While the materials include high-quality anchor texts, most are not appropriately complex for the grade level and the associated tasks and teachers supports may not adequately ensure students meet grade level expectations in reading. The Grade 3, Grade 4, and Grade 5 Units of Study (Lucy Calkins & TCRWP Colleagues) materials do not meet the expectations for text quality and complexity and alignment to the expectations of the standards. The components of the program are not cohesive and often contradict the skills being taught, especially pertaining to the order of foundational skills instruction. The reading units mainly utilize a cueing system for solving unknown words that focus on the initial sound and meaning cues rather than on decoding strategies. The program also lacks a research-based rationale for the order of phonological awareness and phonics instruction. ![]() Foundational skills instruction lacks a cohesive and intentional scope and sequence for systematic and explicit instruction in phonological awareness and phonics. Additionally, materials rely on cueing, including meaning, syntax, and visual cues as a means to teach reading skills. Materials do not include questions and tasks aligned to grade-level standards, but rather focus on strategy instruction. The texts included in the materials are not appropriately complex for the grade level and do not build in complexity over the course of the year. Visual art and design experiences are offered through partnership with Studio in a School, Salvadori Center, and Teachers College. The goals are to promote creativity and exploration and introduce students to a variety of arts media including creative technologies.Īssemblies and field trips supplement the arts curriculum. Students have opportunities to experience live music, opera, theater, and art exhibits both at school, and across New York City.The instructional materials for Kindergarten, Grade 1, and Grade 2 of Units of Study (Lucy Calkins & TCRWP Colleagues) do not meet the expectations of alignment. Children at TCCS discover the joys of music as they learn to write, create, compose, sing, analyze, and perform various genres. The following are the musical offerings for the 2022-2023 school year: Teachers College Community School partners with music educators from Teachers College to offer high-quality music education experiences for students. Through exposure to the arts, TCCS students develop lifelong enjoyment in dance, music, theater, and visual arts. TCCS believes arts education is important to support our school’s goals for the healthy development of students, both intellectually and socially. Teachers College supports the ELA curriculum with regular onsite coaching and offsite professional development provided by the Reading and Writing Project. The libraries are designed so that each grade will have a common core of books that span a range of reading levels and cover all kinds of literature from picture books, chapter books, and novels to poetry and nonfiction. Extensive use of classroom libraries encourages students to read and write about a variety of topics that they know and like. These libraries allow teachers to organize instruction around authentic literature. By coaching students in individual and small-group conferences, teachers allow students to successfully and independently apply those strategies to their own reading and writing.Ĭlassroom libraries are the centerpiece of Balanced Literacy. ![]() Teachers model the habits and strategies of effective reading and writing through a variety of structures: read-aloud, guided reading, shared reading, interactive writing, and mini-lessons in reading and writing. ![]() Daily read-alouds, independent reading time, reading workshop, writing workshop and systematic word study instruction are key features of the approach. Balanced Literacy stresses the essential dimensions of reading through teaching of phonics, phonemic awareness, fluency and expressiveness, vocabulary, and comprehension. The Teachers College Community School uses the research-based approach of Balanced Literacy utilizing the curriculum framework of the Teachers College Reading and Writing Project.
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