Lynn Public Schools strives to build self-advocating readers, writers and communicators prepared to meet the demands of college and career and to engage as productive citizens through evidence-based literacy instruction, teaching practices, and high-quality curriculum.
Pillars of Lynn Public School’s Literacy Vision:
1. Structured and Systematic Instruction that moves from simple to complex, is cumulative in nature, fosters backwards design and gradual release of responsibility.
2. Complex and Rigorous Grade-Level, Standards-based Resources and Assignments that are engaging and provide multiple opportunities for speaking, listening, reading, and writing.
Targeted, Evidence-Based Supports, Scaffolds, and Instruction so all students have equitable access to reading, writing, and communication with universally designed practices to reach grade-level proficiency.
ELA Core Curriculum Resource
Kindergarten through Grade 5
- Highest Possible Ratings on both Ed Reports and the CURATE.
- Student Agency and the need for building independent learners.
- Evidence Based Instruction
- Ensure that all students feel valued for their unique experiences and perspectives .
- Ensure that instruction is asset-based and built, from the ground up to address the literacy and language needs of all learners.
- Rich and representative literature.
Foundational Skills Curriculum
Pre-Kindergarten through Grade 3
Pre-Kindergarten - Grade 2
- Consistent routines that adhere to the principles of Orton-Gillingham
- Songs to recall the characters (phonetic elements) in stories with alliteration .
- Pictures within the letters aid in sound retrieval
- Fosters robust vocabulary and oracy development with three vocabulary cards that contribute to the accompanying story.
- Decodable stories in colorful book form
- Intervention Curriculum for targeted Tier 2 and Tier 3 instruction
- All Tier 1 Letterland curriculum aligns with the Massachusetts Standards for Literacy.
Grade 3
- Letterland Grade Three facilitates students’ growth in word knowledge by building on previous learning in phonics, spelling, and word structure and applying that knowledge to learning more sophisticated words that occur in academic subjects across the curriculum, fostering a greater interest in words and language.