Engaging Students in the Love of Learning
Robert Frost once wrote, “I am not a teacher, but an awakener.”
Ensuring that students see themselves as capable literacy learners whose backgrounds, experiences, and attitudes are respected is a powerful component of Connecticut’s K-3 Literacy Strategy. By providing students with consistent, high-quality comprehensive core instruction that is equitable, rigorous, and evidence-aligned, teachers across Connecticut are sharing in their students’ joy as they discover a love of learning.
Check out what districts have to say about professional learning communities while using a CT-approved, evidence-aligned core comprehensive model, program, or compendium:
“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.”
“Children have books in their hands every day and they are excited to read and learn after finishing a book. [They] can't wait to go to the library to find another book in the series, like Ivy & Bean, or one of a similar topic or theme, such as fairy tales.”
“When you walk into one of our Wit & Wisdom classrooms, you will never know who's a… student with an IEP or student with a 504 or student who's new to our country. Everybody is successful.”
“One of my favorite moments this year was when a student, who is usually a quiet observer, opened up after reading a book about Ramadan. He shared traditions he participates in with his family. Seeing his face light up when he realized what we were reading about was really priceless.”
“We've had parents write to us to tell us how their children are at home playing school, and they're having the family be a part of Socratic seminars… When they feel they have a strong background knowledge, [it’s amazing] how much they can apply, not only to their reading but to their writing.”
“One aspect that I greatly appreciate is the high expectation for student learning and work output. For example… asking my students to speak and write in complete sentences… [and] compare and contrast the Union and the Confederacy during the U.S. Civil War… I’ve had guests come into our classroom… and they say, “What grade is this?” and you know I say, “Second grade!” and they’re just beyond impressed with the vocabulary that these students… are applying to their work and our regular conversations!”