The development of early literacy skills and understanding happens along a continuum at Creative Scholars, a continuum that is so deeply integrated into our days that it the practices of reading and writing have become woven into the fabric of the classrooms. At Creative Scholars, we are writing and reading every day in every classroom. We write for the pure kinesthetic joy of it, for functional purposes, and as one of many ways we communicate our thoughts and ideas. We read for pleasure, as we explore language concepts, to gather information, to create community.
While we have goals defined for each age group; we recognize that the continuum of writing and reading development is wide and varied and we work to meet each individual child where they are at, celebrating all levels of development.
Writing in the toddler program is a kinesthetic act; the children explore mark making with their whole body. The goals for the toddlers are:
Reading in the toddler program is a joyful act; the children are introduced to the joys of language, rhyme, rhythm, and stories. The goals for the toddlers are:
Writing in the young preschool program is exploratory; the children continue to build upon the foundations set in the toddler room. The goals for the young preschoolers are:
Reading in the young preschool program is a social act; the children are encouraged to interact with books, songs, and rhymes through movement and conversations. The goals for the young preschoolers are:
Writing in the first year of junior kindergarten is emergent; the children are encouraged to see writing as a tool for communication and to start to see themselves as authors. The goals for the younger junior kindergarten children are:
Reading in the first year of junior kindergarten is empowering; the children are encouraged to develop identities as readers and consumers of literature. The goals for the younger junior kindergarten children are:
Writing in the second year of junior kindergarten is developing; the children know a lot about who writers are, why writers write, and how writers write. The goals for the older junior kindergarteners are:
Reading in the second year of junior kindergarten is developing; the children know the importance of books and understand what authors do. The goals for the older junior kindergarteners are:
In the junior kindergarten classroom, children have endless opportunities to use writing for functional purposes such as this Doctor’s Office sign in sheet that they used in their dramatic play, a chart comparing the process of metamorphoses in a butterfly and in their tie-dye process, or by recording observations in their science explorations.
Names are important; they support our identity and give children ownership over themselves and their work. Their own name and names of classmates are the first words that children learn to identify and therefore names are used a lot within the classrooms whether it is playing games with names, looking for a friend’s mailbox, or finding one’s own cubby.