As much as possible, we follow student inquiry-based, project learning even in reading, while monitoring outcomes and growth and weaving in key new skills.Īt a minimum at each level, the teacher will read or carry on related literacy discussions or work on specific reading skills 1:1 with each student at least 2 times a week for 10-15 minutes, if their stamina allows. Students engage 1:1 in literacy activity with teacher, and also engage in reading groups and clubs, reading-related projects, and cross-disciplinary activities. Teacher student and peer interaction during reading studies is critical. Matching the students with the just-right levels in reading will help them enjoy the reading material. High vocabulary children’s classics, great books, and thematically oriented units will be covered. Studies will cover etymology and grammar jointly with our writing program. We will communicate with the parents about their students’ attainment levels within those two curricula and work closely with families to set skills and objectives.ĭuring each academic area, students will have cover a variety of texts of appropriate to them both in Lexile levels and complexity: poetry, drama, fiction and nonfiction and media. We decided to not model our school after the IB PYP program because it is not articulated or specific enough and does not produce strongly recognized benefits when it comes to college readiness levels of attainment in core disciplines. Every student has strengths and challenges with reading, and we aim to teach to the strengths of each student.įor the reading program, we meet the requirements of two curricula, US Common Core and British National Curriculum – we blend them in our teaching and our skills matrix. We meet each student where they are and take them to the next level at their pace. Reading in elementary school should really be a magical experience, one that brings joy. We do not hold students back behind some imaginary line. It must be noted that a subset of this population may struggle to keep up with grade-level equivalents. Thank you and congratulations to the incredible CBP team and our many enthusiastic supporters who collectively have achieved this momentous milestone! You should be rightly proud of the impact you have had, and are having, on children's futures.The reality is that gifted students with 130+IQ will frequently attain high-school and college reading levels by early elementary age, often reading 1-3 if not more, years ahead in terms of comprehension and or decoding and will be academically ready to for college level reading in their early teens. The Children's Book Project seeks to tackle this book poverty gap by placing books directly into the hands of the children who need them most. Sadly, against a backdrop of widespread library closures and increasing public hardship, hundreds of thousands of children in the UK live in homes with very few books of their own, and sometimes none. Being read to, sharing a book with an adult or reading independently drives literacy development, helps children develop socially and emotionally, and offers escapism and a chance to see the world differently. OECD research has shown that reading for pleasure is the single biggest indicator of a child's life outcomes - more than their family circumstances, parents' educational backgrounds or incomes. I'm absolutely delighted to share that Children's Book Project has just gifted its 1 millionth book!įrom the spark of an idea from our wonderful founder and CEO Liberty Venn, starting with just one school book drive (to collect preloved books) and one school gifting event (to put those same books into the hands of local children who needed them) - we've grown into an established and much loved charity, giving over 250,000 books every year to children across the UK who typically have very few, or even none, of their own at home.
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