Dennis-Yarmouth Regional School District

Vision for Literacy Instruction (Aligned to District Core Values)

Our Vision

Every student in Dennis–Yarmouth develops the skills, confidence, and joy to be a strong reader, writer, thinker, and communicator—ready for future challenges and able to make meaningful contributions to our community and world.

Equity

We ensure fair access to high-quality literacy instruction so all students can reach their full potential.

• Remove barriers that impact achievement.
• Provide explicit instruction in foundational skills and rich, authentic reading and writing.
• Use culturally responsive practices so all students see their identities and experiences honored.
• Differentiate and provide targeted support so every student gets what they need to thrive.

Dignity

We honor the inherent dignity and humanity of every learner.

• Share texts that reflect a wide range of cultures, identities, and experiences.
• Create joyful, safe classrooms where students feel seen, heard, and valued.
• Lead with compassion and empathy, building students’ confidence to take risks as readers and writers.

Excellence

We are committed to high expectations and continuous growth in literacy.

• Engage students in rigorous reading, writing, and discussion that build critical thinking and creativity.
• Develop lifelong readers and writers with strong foundational skills and rich comprehension and composition.
• Use evidence-based instruction, data, and ongoing professional learning to support effective teaching.
• Integrate technology and a variety of texts to match students’ interests and open doors to future opportunities.

Community

We are one united community of readers and writers.

• Partner with families and caregivers to support literacy at home and school.
• Connect reading and writing to real-world contexts in the Dennis–Yarmouth communities.
• Use literacy to build character, empathy, and social–emotional skills.
• Celebrate growth and success together and communicate openly about literacy goals and progress.

Integrity

We model honesty, responsibility, and respect in all literacy work.

• Be accountable for instructional decisions and outcomes.
• Listen to and respect the ideas and perspectives of students, families, and colleagues.
• Communicate clearly about learning goals, expectations, and progress.
• Help students use language ethically and respectfully as they share their own voices.

Our Goal for Every Student

• Confident reader and writer
• Independent, critical thinker
• Effective communicator
• Resilient, creative lifelong learner 

The district has a long-standing partnership with the Lesley University Center for Reading Recovery and Literacy Collaborative. The Lesley Literacy Collaborative model of literacy instruction helps schools achieve successful literacy instruction in four ways:

• Provides a research-based model that is student-centered, language-based, and process-oriented.
• Creates in-school and in-district leadership through school-based leadership teams.
• Establishes long-term site-based professional development for every member of the K-5 school staff.
• Monitors the progress of all students through systematic assessment, data collection, and analysis utilizing the Benchmark Assessment System, 3rd Edition

The Literacy Collaborative Instructional Framework is composed of the following elements:

• Language/Word Study (Phonics)
  • Interactive Read Aloud
  • Word Study
  • Buddy Study
• Reader’s Workshop       
  • Book Talk
  • Mini lesson
  • Independent Reading/Reading Conference
  • Guided Reading /or Literature Discussion
  • Sharing Time
• Writer’s Workshop
  • Writer’s Talk
  • Mini lesson
  • Independent Writing/Writing Conference
  • Guided Writing
  • Sharing Time

The daily Literacy block is approximately 90 minutes and allows for flexibility in instructional grouping based on the needs of the students. Teachers utilize multiple data points to accurately determine the immediate reading and writing behaviors that need to be addressed in their daily lesson plans.

Grade Level Curriculum Overview Documents

• Kindergarten ELA Overview Document
• Grade 1 ELA Overview Document
• Grade 2 ELA Overview Document
• Grade 3 ELA Overview Document
• Grade 4 ELA Overview Document
• Grade 5 ELA Overview Document

Grade Level Standards

• Kindergarten Literacy Standards
• Grade 1 Literacy Standards
• Grade 2 Literacy Standards
• Grade 3 Literacy Standards
• Grade 4 Literacy Standards
• Grade 5 Literacy Standards

K-5 Reading Foundational Skills

Grade Level Curriculum Overview Documents

• Grade 6 Overview
• Grade 7 Overview
• Grade 8 Overview

Grade Level Standards

• Grade 6 Literacy Standards
• Grade 7 Literacy Standards
• 6-8 Literacy Standards- Content Areas
• 8-12 Standards

The key is “prioritization” not “elimination”. By giving priority to certain standards, teachers can provide in-depth instruction and target their support for students. Dr. Douglas Reeves of the Leadership and Learning Center, refers to those standards and indicators that are critical for student success as “those standards, that once mastered, give a student the ability to use reasoning and thinking skills to learn and understand other curriculum objectives and integrate present learning with prior knowledge.” Power standards are a carefully selected subset of the complete list of standards and indicators within each grade level and content area that students need for success.

Identifying Power Standards does not relieve teachers of the responsibility for teaching all the standards and indicators in the grade level or curricular area they have been assigned to teach. What is necessary is to make the important distinction- which standards are critical for student success, and which other ones can be given less emphasis, taught and assessed as they relate to the concepts and skills within the identified Power Standards.

• Gain clarity around what the students are expected to have learned upon leaving their grade level/course
• Requires teachers to look at the standards vertically which allows teachers to identify important prerequisite skills
• Lends itself to higher quality assessments which are aligned, purposeful, and essential in identifying those students in need of intervention, remediation, or enrichment
• Makes it easier for teachers to choose high quality resources to support their students’ learning

Rather than broad coverage of material, teachers can focus on deepening students’ understanding of essential content, strategies, and skills

Endurance

When the standard represents learning that goes beyond one course or grade level and is representative of a concept or skill that is important in life, it has endurance.

• Does this standard have value beyond one single test date?
• Will this standard endure beyond the test?
• Will the knowledge and skills be important beyond this unit?

Leverage

When the standard represents learning that is applied both within the content area and in other content areas, it has leverage.

• Does this standard have multidisciplinary connections?
• Is this standard relevant in other disciplines?

Readiness

When the standard represents learning that is essential for success in a new unit, course of study, or grade level, it has readiness.

• Does this standard contain prerequisite content and/or skills necessary for the next unit, course of study, or grade level?