The Galloway school values three methods in the teaching of reading:
Phonemic Awareness: Explicit instruction in listening to and analyzing the oral layer of language; using games and exercises to teach how speech is made up of words and words are made up of sounds.
Phonics: Explicit and systematic instruction in the sound/symbol correspondences of letters and letter groups, especially effective when directly linked to Phonemic Awareness.
Guided Reading: Instruction in which children take turns reading aloud to a teacher, who actively engages them, not only modeling strategies of decoding but also asking comprehension questions and using the text to build vocabulary.
Each nine weeks, students will create at least one written composition to include: the personal essay, writing about reading, poetry, writing to persuade, writing based on history readings and historical fiction, and researching a topic of their choice.
Students will develop critical thinking, problem solving, decision making skills by acquiring, analyzing, and reporting digital information and collaborate locally and globally to reinforce and promote effective learning and digital citizenship.
As students move into the upper school grades the curriculum is designed to develop student knowledge and basic skills in the core strands of Reading, Writing, Research, Listening and Speaking, Oral and Written Conventions through effective models of literary and informational texts. Students will engage in activities to read and write on a daily basis for practice and mastery.
3 Main Areas of Language Arts
In the Reading Pathways through Lucy Calkins, students will explore a variety of literature models from fiction, nonfiction, poetry and drama, as they learn to infer, synthesize, and compare across genres.
Through Writing Workshop, students will practice the craft of writing and build technology/research/publishing skills to include a controlling idea, coherent organization, and sufficient detail.
Spelling, Vocabulary, Usage and Mechanics of grammar instruction are developed and ongoing throughout the year.
We believe in Fountas & Pinnell Literacy™ which is underpinned by 10 Core Values for articulating a shared vision of literacy education. Together, these Core Values reflect a transformative vision of what literacy education could be, ensuring the right of every student to lead a literate life.
Schools are Places Where:
- Students think, talk, read, and write about relevant content to achieve literacy success and develop as global citizens.
- Students are members of a cohesive learning community that sustains their literacy growth and success.
- Students engage in authentic inquiry that challenges their thinking and expands their intellectual curiosity.
- Students have a strong sense of agency that propels their learning and builds their capacity for self-regulation.
- Students have extensive opportunities to read, write, and talk about a wide variety of real books in a range of genres and disciplines.
- Students have frequent opportunities for choice independent reading to build mileage, stamina and interest as readers.
- Teachers systematically assess the impact of instruction on student learning and use data to improve literacy performance.
- Teachers know the specific literacy behaviors of each of their students and use their knowledge to make expert teaching decisions.
- Educators work as a team to take collective responsibility for high achievement of the widely diverse student population.
- Educators engage in and value their own continuous professional learning and support the learning of colleagues.