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

Literacy is the focus of the first grade program. Throughout the year, students work to strengthen their reading strategies to read and comprehend text. This includes building sight vocabulary, learning phonics, developing fluency, monitoring and self-correcting reading errors, and building comprehension. Students begin first grade reading stories that are predictable and patterned. As the year progresses, they read less familiar, less predictable and longer stories. A wide variety of literature and information texts are used in first grade.

First grade students meet the grade level reading standard by demonstrating ability to read and comprehend text read orally as well as silently. Students apply letter-sound relationships and knowledge of how words work in both reading and writing. On familiar texts they read fluently with phrasing using punctuation. 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 non-fiction.

Writing

In first grade, the writing program focuses on writing as a means of personal expression and as a way to convey meaning. Using the writing process, students have the opportunity to think (brainstorm for ideas and topics), plan (using pictures and labels), draft a piece, re-read and check their own writing, master early language and writing conventions and share their writing with others.

Students have the opportunity to write for a specific purpose and should be able to answer the questions: What is your story about? What is the purpose of this piece? Students write in three different text types: narrative, informational, and opinion.

CT English Language Arts Standards

Literacy Units

Reading

Developing Good Reading Strategies
Sun, Moon, and Stars
Learning about Characters
Birds

Writing

Personal Narratives- Small Moments
Informational Writing - Teaching All About a Topic
Opinion Writing - Reviews
Integrated Fiction and Informational 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.
Encourage independent reading: Provide a variety of books at your child's reading level for them to choose from.
Create a reading nook: Designate a cozy, well-lit area at home with comfortable seating and good lighting for reading.
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. Now that they are a reader, it is a good time for them to get their own library card. Click here for a Letter/Keyword Visual Chart that we use in school.
Practice phonics: Help your child practice phonics skills by sounding out words and recognizing letter patterns.
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.
Celebrate progress: Praise your child's efforts and improvements in reading 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: Allow your child time to read at their own pace and provide gentle guidance when needed. As beginning readers they will make mistakes and need time to self-correct and monitor what they read.
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 you reading for pleasure and explain why you enjoy it
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: Support your child in 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-