Literacy

Overview

The Farmington reading program is a comprehensive one designed to develop skills, strategies, and habits to foster life-long reading in accordance with the Science of Reading. Students read and discuss high quality texts with teacher guidance and independently read self-selected books. Students also read a variety of content texts in other curriculum areas, such as science, social studies and mathematics.

Writing is integrated into all aspects of the curriculum. Students write in a variety of forms to communicate information, express opinions, and explore personal understanding of the world. Students also engage in the process of writing by developing prewriting strategies, composing drafts, revising, editing and reflecting upon finished work. Students are also provided with opportunities to develop library, technology, and research skills.

All literacy instruction is based on the following essential understandings:

● Reading and writing require a fundamental knowledge of sounds, letters, words and the conventions of language to read, write and speak effectively;

● Reading is a thinking process used to construct meaning; and

● Writing is a thinking process used to generate, clarify and communicate ideas.

Reading

The development of literacy is the central focus of the kindergarten program. Throughout the year, students are immersed in a literature-rich environment. They are introduced to early concepts of print and provided with direct instruction in language comprehension and phonics.

The kindergarten reading program includes shared reading, when teachers demonstrate reading skills and strategies in a relaxed enjoyable group setting; daily story time, when teachers read aloud quality literature; and independent reading, when students select books for personal reading. Students participate in small group instruction where groups of students work with the teacher to use early reading strategies to read.

Kindergarten students meet the grade level reading standard by demonstrating their ability to read and comprehend text. Students apply letter-sound relationships and knowledge of how words work in both reading and writing. They have a large core of known words that they recognize automatically while reading continuous text. Students are able to talk about the story when reading fiction and about what they learned when reading nonfiction.

Writing

Kindergarten students recognize the relationship between oral and written language. In other words, they learn that what they say can be put into print. They begin to understand that letters represent sounds, words are made by putting letters in purposeful sequences, and sentences are made of several words. Through exploration and direct instruction in the writing process, students generate story ideas. A Kindergarten writer expresses ideas in many ways. Students learn that they can tell a story through the use of drawings, labels, and written words. Direct instruction in letter formation supports students’ ability to write legibly and fluently. Students write in three different text types: narrative, informational, and opinion.

CT English Language Arts Standards

Literacy Units

Reading

Early Literacy Concepts
Developing Reading Strategies
Weather Wonders
Trees

Writing

Oral Story Telling and Launching the Writing Process
Personal Narratives
Informational Writing - Teaching All About a Topic
Opinion Writing

Ways to Support Your Child In Literacy

There are many things that families can do to encourage children to read and develop strong reading and writing skills.

Establish a reading routine: Set aside a consistent time each day for reading together or independently.
Read aloud: Read stories aloud to your child, modeling fluency and expression.
Ask questions: Engage your child in conversations about the books they read. Ask about characters, settings, and their favorite parts.
Visit the library: Take regular trips to the library to explore new books and let your child select their own reading material.
Play: Provide opportunities for fine motor development through play. Games, Play-Doh, building with small objects, and drawing are all ways to promote fine motor development. Strong fine motor development supports your child as an emergent writer.
Practice letter formation: Reinforce proper pencil grasp (click here for visual) and practice correct letter formation (top down, left to right). Click here for sample composition paper that we use in school. Click here for a Letter/Keyword Visual Chart that we use in school.
Celebrate progress: Praise your child's efforts and improvements in reading and writing to build confidence.
Set goals: Work together to set achievable reading goals, such as finishing a certain number of books or reading for a specific amount of time each day.
Be patient: As a beginning reader, they will make mistakes. Emergent readers need time to self-correct and monitor what they read. Don't jump in too quickly. However, too much struggle can lead to disengagement and higher levels of frustration. Be patient and positive. The reading you do at home together should be enjoyable and fun. Leave the heavy work for the classroom.
Make it fun: Incorporate reading into daily activities like cooking (following recipes), driving (reading signs), or playing games with written instructions.
Model reading: Let your child see that you read for work and pleasure, read a variety of material, and share why you enjoy reading.
Connect reading to real life: Help your child see how reading is useful in everyday situations, such as reading street signs, menus, or labels.
Encourage writing: Writing supports reading! Support your child in writing a letter to someone, making a grocery list or even writing their own stories or keeping a journal, which reinforces reading skills.

By integrating these practices into daily life, parents can play a crucial role in nurturing their child's love for reading and supporting their development as confident readers.

Additional Resources