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Creating a Schoolwide Literacy Program
Students get better at writing by writing and students get better at reading by reading. This philosophy, remarkable perhaps only for its simplicity, drives instructional practice at UPCS. All teachers are teachers of literacy, and the school-wide literacy initiative unites instruction in all classes through a common portfolio of instructional techniques and a common language around reading and writing. Below are the critical elements of UPCS’ award-winning literacy program.
Focus on Writing-to-Learn Activities: Writing-to-learn activities form the foundation of the UPCS curriculum. Also called "low-stakes writing," these activities are typically ungraded, and help students build the skills, confidence, and content-knowledge that will support success in high-stakes assignments. Journals, brainstorms, free writes, and exit cards are some common examples of writing to learn activities. Click here for a more detailed list of writing to learn activities used at UPCS.
 “Writing to learn” activities simultaneously improve students’ literacy skills and deepen their content knowledge. Teachers use them to formatively assess student progress and adapt their instruction to meet student needs. They are also a valueable tool for differentiating instruction, as they can encourage and challenge students of all levels within a single classroom.
Appoint a Literacy Coordinator: An English teacher or the principal serves as literacy coordinator. In this role, s/he identifies standards which content-area teachers can address in their classrooms and trains them to implement effective instructional practices in reading and writing.
Create a Shared Vocabulary and Common Expectations: In a successful program of literacy across the curriculum, the core elements of the program are used by every teacher in every class. Through discussion among teachers at all grade levels, UPCS teachers agreed upon a common school-wide writing rubric and aligned vertical expectations. Teachers also established a common language around literacy that is used in all classrooms.
All Teachers are
Teachers of Literacy |
| To help students improve their science writing, one year an English teacher and science teacher co-taught a seminar. The science teacher lead the content instruction and the English teacher coached students on their writing. This modeled literacy instruction for the science teacher who now uses writing regularly in her own classroom. The interaction of these teachers demonstrated the culture of support that UPCS attempts to instill in its students. |
Analyze Data for Student Success: All teachers analyze data of incoming students to tailor curriculum and instruction to the unique needs of each incoming group. Formative assessments are used daily to drive instruction. Teachers determine students'
strengths and weaknesses using MCAS test data and a value-added assessment system which is administered several times per year.
Offer Extra Support for Students: Even with a focus on literacy in all classes, the regular school year and regular school day is not always enough time for students to prepare for college. All incoming students participate in a three-week literacy-themed summer program and the school sponsors before and after-school homework sessions staffed by teachers and college students.
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| Related Files |
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| For More Information |
| Click here to read a case study of UPCS' literacy program on the Knowledge Loom website. | |
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