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Section 2:
Office of the Dean
OVERVIEW OF LITERACY PROGRAM
Literacy Program at KDES and MSSD
The literacy coordinator is responsible for the overall literacy program
at KDES and MSSD, as well as working collaboratively with 900 schools
and programs around the United States. The literacy program on each team
at KDES and MSSD includes a balanced presentation of nine areas of literacy
that can be used with students from preschool through high school and
at all levels of ability. The nine areas of literacy are:
- Reading to Children - process seen as the single most influential
factor in students' development. Read and sign books at students' age
level to improve visual skills, build vocabulary, aid reading comprehension,
and have a positive impact on students' attitude towards reading.
- Guided Reading and Writing - Responding to text in open-ended
and personal ways with small groups of students at their instructional
level. Work on developing fluency and confidence with reading strategies,
and develop insights into theme, style, divergent opinion, and various
forms of literature.
- Research Reading and Writing - Project-related writing to demonstrate
comprehension of non-fiction books. Often students, either individually
or in groups, use the K-W-L strategy to identify concepts that need
to be investigated and report using the writing process.
- Independent Reading - reading independently from a wide selection
of fiction and nonfiction through school, classroom and home libraries.
Adults give mini-lessons and have individual or small group discussions
to ask open-ended questions to get interesting and insightful responses
for journals.
- Writing Workshop - Students draft, share, edit, and publish
writing. Adults give daily mini-lessons on writing style, grammar, punctuation,
and spelling. Students and adults work on ideas, organization, voice,
word choice, sentence fluency, and conventions.
- Shared Reading and Writing - process in which the adult and
student read a predictable book over and over several times. Helps develop
confidence in students' ability to read. Students re-read the book,
act it out, and make a new version of the book.
- Language Experience - Students dictate a story or experience
and an adult translates the American Sign Language expressed into written
English. The adult uses that text for reading instruction.
- Dialogue Journal - written dialogue between and student and
an adult. The student and adult take turns writing about experiences
daily. The adult does not correct grammar, punctuation, or spelling,
but demonstrates these skills by writing correct English when responding.
- Other Journals and Logs - written log or journal to record,
explore, and reflect on personal response to science, math, social studies,
deaf culture, and instructional themes. The adult reads and responds
to journals regularly. Both the student and adult monitor individual
development and progress.
School Libraries
The literacy coordinator heads the libraries of both schools and coordinates
their acquisitions and materials with the thematic units of each team.
The librarians and assistant librarian also read aloud novels to students
and set up training so that students will be familiar with how to find
information in a library. The literacy coordinator supervises the library
and media services technician who is responsible for set up and maintenance
of all audio-visual and computer-related equipment at both schools.
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