In the Words of Connecticut Educators
Read what schools have to say about using evidence-aligned literacy practices, in their own words.
“As we ventured into CKLA, we quickly found that grade level partners were essential for planning collaboratively, thinking about each unit with the end in mind, and also discussing successes and challenges. Grade level partners found that keeping pace with one another allowed for meaningful co-planning to take place and also some spectacular end-of-domain celebrations to be put together!”
“Our reading and writing blocks no longer feel separate. Everything that we’re doing in reading lends itself directly to what students are writing and the skills that they need along with the integration of science and social studies. Everything just flows so well and feels complete.”
Engaging Students in the Love of Learning
“In my 18 years of teaching, I have never had students so excited to read!… At the beginning of the year, I had many students tell me they can’t read. Now with the adjustment to my instruction, all students are highly engaged and show a love of reading, which is so beautiful.”
“As a parent myself… my son is in… kindergarten… I can see the vocabulary that they’re learning, we can help reinforce those concepts at home, it’s really helped enrich our conversations at the dinner table or when we’re driving around town, and we can really bring the learning home.”
“In a small place like Plainfield, it really takes a village to support our kids. And in a small state like Connecticut, it really takes a village. So, if anybody has any questions, wants to come out and visit to see what we're doing, have conversations about how we reached some of the conclusions we did with the partnership with Literacy How and investment in professional development… please reach out and connect.”
“Coaches are learning right alongside our classroom teachers and supporting our classroom teachers in the implementation… This is a really valuable component of implementing any new curriculum.”
Professional Learning Communities
“Under the guidance of our skillful school leader, Jessica Swann, who provided a vision for capacity building and with a talented cohort of dedicated teachers who engage in purposeful, thoughtful and collaborative professional learning, our school has embraced an informed understanding about what quality reading instruction looks like and we brought meaningful instructional change to our learners.”
“Part of our instructional facilitation as building leaders is to meet the needs of our teachers as well. We had to create more time for the art of teaching the Science of Reading.”
Shifting Mindsets and Supporting Evidence-Aligned Literacy Practices
“Our teachers were a little nervous about the second grade students studying the Civil War, especially because it was during the holiday season. However, the teachers expressed that the students were actually very sad that the unit came to an end. So, you know, we have to put aside our own assumptions and what we think the students will enjoy and… can handle… If we show interest and enthusiasm toward the topics, then our students will rise to the occasion.”
Sustainable Literacy Leadership
“In order for a new curriculum to thrive, all stakeholders across the district need to be involved and invested.”