Literacy learning throughout the day
Children come to school with vastly different language experiences and levels of exposure to literacy. The pace at which students learn the foundational reading skills will vary. It is essential for early reading programs to build on the knowledge and experiences that children already have when they come to school. Explicit and systematic instruction in foundational word reading skills is one way to close gaps in skills and knowledge in these early school years.
Planning in Kindergarten programs
Kindergarten educators can teach and support the development of literacy skills, including foundational reading skills, throughout the day and across various contexts. The educator team provides various materials to spark further curiosity and create a supportive environment for using language throughout the learning areas in the classroom. The educator team also provides explicit instruction when it is most likely to move a child or a group of children forward in their learning. The team considers the level of support a child or a group of children requires, and then finds an appropriate context in which to deliver the support.
Timetabling for Grades 1 to 3
Effective reading instruction in the primary grades requires thoughtful organization of time. Whenever possible, schedules should allocate an uninterrupted block of time for literacy instruction and activities. The literacy block provides time to include systematic, direct instruction, guided instruction, and student practice of foundational word reading skills through a range of whole-class, small-group and individual activities. Research provides evidence that young children benefit from short and frequent approaches to learning, practicing, and remembering word reading skills, such as phonic blending. Some additional time may be set aside outside the literacy block so that teachers can provide additional support for students who are experiencing difficulties. Although they may need additional instruction and/or intervention, these students also need to feel they are part of the class and share early reading experiences with their classmates.
Teachers can use classroom time effectively by providing an appropriate combination of differentiated instruction that match students’ learning needs and instructional focus, including:
- Discrete and relatively short sessions for instruction throughout the day (e.g., in 15-minute blocks)
- Lessons that follow a scope and sequence progressing from simple to more complex word reading skills
- Direct and guided instruction of targeted foundational reading skills and multiple opportunities for independent practice, especially for students who need it most
- Predictable schedules and classroom routines to support students in knowing what the learning is throughout the day
- Supporting students’ engagement in tasks by providing timely descriptive feedback as appropriate
- Daily integration of reading instruction into all curricular areas (e.g., during a math lesson, through having teachers read from a book on numbers, or using a book on plants for a teacher-directed lesson that introduces vocabulary for science; providing decodable books and materials on a range of topics).
