PS 98Q - The Douglaston School

Features and Benefits

 

ReadyGEN is a comprehensive K–5 core curriculum of topically related text sets and routines-based instruction. ReadyGEN started out as a collaborative custom development project between Pearson and the New York City Department of Education. The goal was to equip all NYC public school teachers and students with the tools and practices necessary to meet the new expectations of the Common Core Standards ELA and Publisher’s Criteria. As a result of that partnership, ReadyGEN now helps teachers everywhere meet those expectations.

 

ReadyGEN is organized around unit modules (six units in grades K–2; four units in grades 3–5) with a focus on science and social studies standards-based topics. Text sets, comprised of full length and shorter authentic pieces of literary and informational trade books and texts, build knowledge around these topics for sustained periods of time. All texts are aligned to the complexity requirements outlined in the Common Core Standards for ELA, ensuring that all students interact with appropriate grade-level texts. Teachers will have access to a variety of scaffolding strategies to help support all learners.

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Resources for Learning At Home

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Supporting Your Child in English Language Arts/Literacy (external link)

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Teachers College Reading and Writing Project

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P.S. 98 is part of the  Teachers College Reading and Writing Project. The goal of this project is to help young people become avid and skilled readers, writers, and inquirers. All teachers receive ongoing professional development  to support students in this goal.  The organization has developed state-of-the-art tools and methods for teaching reading and writing, for using performance assessments and learning progressions to accelerate progress, and for literacy-rich content-area instruction.

Please visit http://readingandwritingproject.org (external link) for more information about TCRWP.

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HMH Into Reading

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Reading

HMH Into Reading provides the tools students need to develop critical and strategic thinking skills for the 21st century. Students develop a lifelong love of reading through the extensive library of engaging, award winning, culturally relevant texts that span a wide variety of genres. During instruction, students learn how to recognize genre characteristics, cite text evidence, and draw from their growing bank of skills and strategies helping them make meaning from complex grade-level texts. The ultimate goal of reading is to comprehend and build knowledge. Therefore, HMH Into Reading’s approach is to focus on skills and strategies that best support the specific text that students are reading. By continually spiraling through skills that are in service of texts, rather than texts being in service of a weekly skill, students gradually learn to draw from many skills and strategies to comprehend what they read. Throughout the year, texts increase in complexity, so students are applying the same grade-level appropriate skill to increasingly more complex text.

HMH Into Reading supports content area connections that are critical to learning. Literacy instruction provides the “how” for what students learn in science, social studies, mathematics and the arts. For example, as students read and talk about text, they will naturally build background and knowledge and grade-level cross-curricular topics and content standards.

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Writing and Communication

HMH Into Reading provides daily opportunities for students to express their understanding and thinking, and effective writing and communication skills to help them succeed in today’s world. The program supports the full range of writing modes and forms, scaffolding the steps of the writing process, while also developing students’ ability to have productive, collaborative conversations. Through this instruction, students learn to plan and then draft their writing, share their ideas with others, and evaluate what they write. These steps lead students to revise, edit, and finally produce a final product to publish within or beyond their classroom community. Sharing one’s writing in draft and final form is an important part of the writing process, in part because sharing helps develop collaboration and community through giving and receiving feedback and ideas (Graham et al., 2012).

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