Morris
Primary Literacy Philosophy
We believe:
-
that our purpose is
to foster a life-long love of reading;
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that literacy acquisition
is a developmental process requiring a collaborative staff effort;
and
-
that literacy goes
beyond the scope and sequence of skills in the curriculum. It
is an attitude that learning and read, write, listen, and speak
effectively is possible and productive.
In order to ensure
student proficiency, we will:
-
provide a balanced
literacy program, utilizing the following components daily: reading
aloud, shared reading, guided reading, independent reading, shared
writing, interactive writing, guided writing, and independent
writing.
-
teach to the individual
needs of the child rather than use an arbitrary curriculum under
which all children are expected to master objectives at a given
rate.
-
teach reading as an
active process, encouraging readers to make connections and draw
on their background knowledge to create meaning.
-
model and teach effective
reading strategies and provide abundant opportunities for practice.
-
model and teach effective
writing strategies and provide abundant opportunities for practice.
-
use a variety of genres
(Language Arts Framework).
-
make use of turtoring
/ intervention programs.
-
use ongoing observation
and assessment to drive instruction.
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Building
Goals 2003-2004
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Maintain an average
attendance rate of 93% or better.
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Develop a clearly articulated
building philsosphy and set goals for literacy.
-
Begin the development
of a Writing Curriculum Framework that will serve as a handbook
of writing instructional strategies/activities. This framework
will include 6 Trait Assessment Model strategies as well as Read/Write
Connection strategies.
-
Target partially proficient
writers at the 3rd grade level and provide them with extended
learning opportunities for writing instruction.
-
Solicit community involvement
by utilizing community members as resourse persons in classrooms.
-
Identify potential
at-risk students and provide them with successful learning experiences.
Recent Grants
Recieved:
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