Early Literacy Program P S 11 2 E A R LY C H I L D H O O D S C H - PowerPoint PPT Presentation

Early Literacy Program P S 11 2 E A R LY C H I L D H O O D S C H O O L P R E - K T H R O U G H S E C O N D G R A D E

Demographics • Asian 3.0% • Black 24.9% • Hispanic 64.3% • White 5.8% • Other 1.9% • 100% Reduced Price Lunch • English Language Learners 17.7% • Special Education 31.9%

Classes At PS 112  9 ASD NEST Integrated Co-Teaching Classes ( 2 of these classes are Dual Language Classes)  1 ASD Intensive Kindergarten 6:1:1 Class  5 Integrated Co-Teaching Classes (5 of which are Dual Language Classes)  1 Self Contained 12:1:1 Classes  4 general Education Classes  2 Pre-k Classes

Literacy Program At PS 112 What Does It Look Like? Our Reading Program is aligned to the Common Core Standards PS 112 is a Teachers College Reading Writing Project School. We im plem ent a year long rigorous curriculum w ith units of study in reading and w riting. School W id e Focus Stud ent to stud ent d iscussions a nd q uestioning. Tea ching the a rt of conv ersa tion w ith stud ents. Com ponents of PS 112’s Balanced Literacy Program Phonics Instruction- We use Fundations which is a research based • program to develop decoding skills and the instructional analysis of words. (letter/ sound, phonemic awareness, knowledge identifying word families, chunking; does the word make sense?, Do letters match sounds?

Components of Our Balanced Literacy Program  Read Alouds -To improve students listening skills, reading comprehension and build vocabulary  Shared Reading- The teacher models the three cueing systems of reading: phonics, grammar, and meaning by making his/ her thinking transparent as he/ she asks , Does this make sense ? Does it sound right? Does it look right?

 Guided Reading -The teacher works with a small group of students (no more than 3 or 4 students on the same level)

 Independent Reading- Students read “Just Right Books.” The purpose is for students to apply reading strategies, develop fluency and to challenge the reader to work on his/ her own  Vocabulary Developm ent through Inquiry Based Learning (Vocabulary is not taught in isolation)  Speaking and Listening- Student To Student Discussions and Questioning (Students making their thinking visible)  Com prehension- Constructing meaning; literal, Inferential and evaluative

Writing  Interactive Writing  Units of Study ( Examples: All About Books; How To Books; Historical Fiction; Poetry; Opinion; Small Moments)  Reading/ Writing Connection  Students are writing across the curriculum

Intervention/ RTI Support for Struggling Readers  PS 112 has three Reading Recovery teachers  “At risk” support with a Special Education teacher  Extended Day Program-Fountas and Pinnell’s Leveled Literacy Intervention System  Saturday Academy  Small group differentiated instruction to meet the diverse needs of all students in classroom.

Special Education Students and English Language Learners  Instruction is scaffolded and broken down to ensure that all students have access to the grade level curriculum.  Emphasis is on a multi-sensory approach  Emphasis on oral language development * PS 112 has five speech providers

Inquiry Based Learning

The Inquiry Process In the Classroom  Topic discussions of student’s prior knowledge about a topic  Link to student’s wonderings and questions Search for Answers  Investigations  Observations  Reseach

Culmination Project  Record findings  Make a presentation

Inquiry in Social studies

Social Emotional Learning We are committed to supporting the growth and development of children’s emotional well being by:  Creating safe nurturing classroom cultures  Teach skills of self awareness and self regulation  Provide opportunities for students to practice these skills as a class and as individuals

 Concentration and attention training-meditation  Yoga  Movement Breaks such as : wall push ups; jumping jacks; crab walks; balancing egg  Use of literature school wide community books to build community and vocabulary around feelings and strategies for dealing with their feelings  A “Peace Corner” (Time in place) in every classroom where students who need a break can go and engage in activities for self regulation.