What makes a good reader and writer?

During the last four years, Lower School classrooms have begun to look a bit different. Poly teachers, informed by the nation’s most thorough research on reading and writing skills, have been methodically adopting a “balanced literacy approach,” with readily apparent results in how classes operate. Intently engaged and social at times--but clearly purposeful--children move among accessible work stations and carpeted areas with pillows and books, creating artful compositions of their own and studying others' writing.

A productive energy emanates from every grade’s literacy “workshop” period as the children make their own choices about activities in which to engage. The array of choices, however, is offered with great intention and support from teachers. From reading aloud to a peer to engaging in a teacher-guided writing exercise, students can access multiple paths to truly absorb language concepts. Lower School Director Paula Martin explained, “This type of teaching is actually a lot more work for our teachers than more traditional methods. Empowering students effectively takes specialized training.”

A great benefit of this approach is that the goals for progress from one grade level to the next are intentional as well, so teachers work in concert to help students steadily develop the art of writing before Middle School. “By the end of next summer, each of our Lower School teachers will have gone through a deep and rigorous professional development at Columbia University,” Martin added. “Support for this faculty opportunity has allowed us to make great strides in educating wonderful readers and writers.”