2. Responsiveness: Children’s literacy experience and knowledge vary greatly, and an instructional approach must be flexible enough to meet every child where they are. We believe there is a deeper transfer of learning when educators can modify the information being taught, adapt how students access and learn the information, and provide multiple methods for students to demonstrate what they know. Assessment of achievement (universal screening and summative assessment) and progress monitoring data (formative assessment) enable educators to assess students’ responsiveness to instruction and make necessary adaptations to meet the needs of all students. 3. Equity and Belonging: SE honors every child’s cultural heritage, individuality, and difference. Just as learning to read is a civil right, so is seeing oneself reflected in literature. Literacy learning provides opportunities for students to learn about their own identity alongside the identities of others, building empathy and understanding. SE also intentionally offers diverse programs and supports that create multiple ways for children to access literacy learning wherever they are on their literacy journey. 4. Well-Being: SE nurtures social, emotional, and mental well-being through literacy by providing products rooted in a deep understanding of the biological and physiological processes related to learning and development. SE also supports children in developing executive function, resilience, and social-emotional competencies to help them thrive. 5. Joy: Research shows that children who read for pleasure and are motivated to read do significantly better at school than their peers who rarely read (Wilhelm, 2014). SE believes in cultivating joy in reading, creating connections, and learning. We encourage motivation and support joyful learning at school and at home that speaks to children’s hearts, sparks their curiosity, and inspires their imaginations.
SCHOLASTIC LITERACY FRAMEWORK EXECUTIVE SUMMARY 2
Made with FlippingBook - Online catalogs