Literacy, 4s – 7sAt Greene Hill we approach the teaching of reading and writing joyously and intentionally, with knowledge of the science of reading development guiding our work with early readers.  Expectations of children’s literacy skills are attuned to what we know about typical patterns of development and based on each child’s progress.  Children progress through emergent literacy stages into becoming fluent, independent readers and writers, engaging with the written word with zest and confidence.  Beginning in the 5s year, students participate in intensive small-group work according to their reading developmental level.  Literature and comprehension skills and concepts are modeled and taught through read alouds and other shared texts, and practiced independently and in small groups as students become fluent readers.  Children use writing across the curriculum as a means to form and communicate ideas; they also focus on particular genres of creative and informational writing.  Strong phonemic and phonological awareness is developed through regular, engaging practice, and ongoing word study practice prioritizes phonics as students learn to identify and use predictable spelling patterns and rules, and work on committing certain high-frequency words to memory.   Developing skills are assessed through teacher conferences and observations, periodic benchmark assessments for phonological development and reading, and checklists or rubrics specific to the writing genres they study.