As part of the Literacy Model for New Kent County Public Schools, Literacy TARGETS have been established as a way for teachers to reflect on their classroom planning and practices. Teachers are encouraged to consider each of the TARGETS as a whole when planning lessons along the Instructional Framework and use the best practices set forth as they embed the curriculum and content areas into their literacy block.
T - Thematic
- Are students accessing multiple genres centered upon a given topic or theme?
- Are there driving questions provided that students can research while reading and writing?
- Are paired texts used in instruction?
A - Assessments
- Are they appropriate?
- Are they authentic?
- Are they ability and data driven?
R - Rooted
- Are lessons developed to include rigor with a plentitude of oral language and content vocabulary?
- Voracious Reading (independent, shared, and choice driven)
- Instruction is rooted in text, not stand alone skills practice
G - Gather
- Guided reading is visible everyday in the elementary classrooms
- Gather as a community of readers and writers
- Conferencing one-to-one is evident
E - Engagement
- Are students engaged in meaningful, appropriate activities submerged in authentic literature?
T - Tiered
- Are weaker students receiving extended instructional time and/or double dose of instruction daily?
- Are strong students given enrichment activities?
S - Strategy and Skill Instruction
- Strategies to monitor comprehension of all texts taught in the beginning of the year and ongoing
- Making Connections
- Making Predictions
- Inferring and Drawing Conclusions
- Determining importance and Synthesizing
- Skills embedded in mini lessons throughout the year
- CAFE used in the elementary schools, ACT model in middle school