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are seen, heard, and matter.
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develop a sense of agency and ownership through opportunities for choice.
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practice, transfer and apply their learning to authentic reading, writing, thinking, talking and listening experiences.
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read, hear and discuss texts that serve as mirrors of themselves, windows into understanding new experiences, and sliding glass doors to step into the perspectives of others.
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are highly motivated and engaged in the learning process.
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engage in a high volume of low-stakes writing and speaking experiences to make meaning and consolidate learning.
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read, write, and practice relevant foundational skills in joyful & purposeful ways.
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understand the intersection of literacies across all content areas.
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cultivate a community of thinkers, readers, writers, and listeners, through compelling read-alouds and opportunities for accountable talk/academic discourse.
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foster critical thinking through the orchestration of all literacies.
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use clear and precise language, multi-modality teaching tools, modeling and demonstration.
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provide both explicit instruction and opportunities for inquiry and exploration.
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structure literacy time to include whole group lessons with ample opportunities for differentiated, small group instruction and meaningful independent/collaborative practice.
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purposefully select and use a variety of texts including:
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Accessible complex “texts” across all genres, content, and formats.
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Text sets that extend students’ vocabulary, knowledge and language.
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Texts to practice and apply reading skills and strategies for meaning making (independent level texts, instructional level texts, and decodable texts).
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approach instructional decision-making from a strengths perspective.
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grade less, assess more, and provide targeted feedback.
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prioritize relevance and “real world” application.
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is a right for all students and is every educator’s responsibility
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centers humanizing pedagogies of equity, joy, and cultural relevance.
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extends across all disciplines. It is connected to academic content and includes building background knowledge, vocabulary and ideas about the world in which we live.
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responds to the needs of all students. It can not be a “one size fits all” approach.
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derives from current research, and evolves as new insights are discovered.
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is comprehensive and aims at meaning-making:
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In reading, effective literacy instruction includes explicit instruction in each component of the Active View of Reading including foundational skills, bridging processes, language comprehension, and active self-regulation.
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In writing, effective literacy instruction includes explicit instruction across genres in process, craft, structure, conventions and spelling.
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supports children’s and adolescents’ agency in becoming independent and effective communicators, problem-solvers and critical thinkers.
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embrace a culture of lifelong learning, curiosity and character.
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build capacity and sustainability for lasting improvement
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create a space and environment in which teaching and learning are celebrated and reflect the children and adults within the community
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cultivate strong leaders who communicate a shared vision of effective instruction, set clear expectations, and provide support and feedback.
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prioritize ongoing professional development and time for teacher collaboration to deepen learning, reflection and refinement
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empower teachers to make decisions based on the needs and “genius” of their students.
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provide abundant access to digital and physical texts that offer choice around a wide range of ideas, perspectives, knowledge and stories
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pursue purposeful practices and learning opportunities designed to elevate children, adolescents, educators, and humanity
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Download a PDF version of the statements here:
TLA Value Statements