Why the Need to Change How Literacy is Taught?

LPS continues to use a balanced literacy workshop approach to teaching reading and writing for their the core ELA elementary literacy program using the revised Units of Study/Columbia Teachers College Reading & Writing Project (TCRWP) by Lucy Calkins. Notably:

Units of Study TCRWP is not evidence based and was recently dissolved by Columbia Teachers College, where it was founded.
This disproven “balanced literacy” approach has been BANNED in several states and major school districts.

Limited Direct Instructional Time in Balanced Literacy Framework

The Readers & Writers Workshop Framework model ONLY offers 7-10 minutes of direct instruction “mini lessons,” followed by 40 minutes of independent student driven reading and writing time.

Without a structured, systematic literacy approach across the district, students lack a continuity of practice and progress monitoring towards mastery of their taught foundational literacy skills (phonemic awareness, phonics, morphology, spelling, vocabulary, fluency and comprehension) throughout their ELA blocks.

Current LPS English Language Arts (ELA) Program

Source: LPS Literacy Curriculum

Current LPS Units of Study Readers & Writers Workshop Framework

Source: LPS Literacy Curriculum

Additional Limitations of the Balanced Literacy/Workshop Framework

STUDENT DRIVEN INDEPENDENT READING TIME: Approximately 40 minutes of workshop is spent on student driven, unstructured reading and writing time where students work independently on reading and writing tasks of their own choosing.
ADVANTAGES FLUENT READERS & WRITERS: Leaves behind students who need more direct instructional time with a systematic approach to master foundational skills.

MINIMAL TEACHER-LED, EXPLICIT INSTRUCTION: In a classroom of 24 students, the reality is that teachers often lack the time to consistently help all students, especially struggling readers who require targeted skill building through small group support every day to close their literacy skill gaps.

INEQUITABLE OUTCOMES: insufficient practice of essential literacy skills to mastery creates:
- Approximately 15-20% of LPS elementary students not reading at grade level
- 1 in 4 LPS students are not meeting grade level MCAS ELA benchmarks.

WIDENS ACHIEVEMENT GAPS: among vulnerable students with historical achievement gaps, especially Black students, students with disabilities, English language learners and students from low-income households.
LACKS WHOLE CLASS LEARNING OF BACKGROUND KNOWLEDGE BUILDING BOOKS to achieve comprehension, vocabulary and writing skills while increasing student confidence.

Foundational Skills K-3:

While LPS has recently implemented an evidence based phonics program in grades K-3 that teaches all students foundational literacy skills with the Wilson Fundations and Heggerty Phonemic Awareness programs, the vast majority of LPS students have not been taught these essential literacy skills.

Source: 2023-2024 LPS Literacy Curriculum

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