A Moment with the PrincipalSTAFF-Steffens_Cindy

Dear Parents,
I recently read an article by Emily Calhoun called, “Reading Habits”.  The article stressed the development of lifetime reading habits for learning and leisure.  Ways in which the school can develop lifetime reading habits are to:

  • Model and share ways staff learns from and engages in text.
  • Provide time during every school day to read.
  • Make sure students have access to a wide variety of books.
  • Encourage parents and families to recognize the importance of a wide variety of reading outside the school setting.

The teachers continually work on the first three bullets in their classrooms.  As I visit classrooms I see students reading with partners or in small groups.  I observe teachers introducing stories in reading or concepts in science and social studies through discussions of text.  This is an area of strength of the Carver staff. As a community we continue to promote reading at home.  Many of you have shown support by signing various reading logs, reading with your child at home, and encouraging students to reach their reading goals. The article gave suggested reading goals for each grade level.

  • Kindergarten-Read or reread-independently or with another adult or child two to four familiar books each day. Listen to one or two books read aloud each day at school and at home.
  • First grade-Read-independently or with assistance-four or more books a day.  Hear two to four books or other texts read aloud each day.
  • Second grade-Read one or two books or long chapters every day. Listen to and discuss every day one text that is longer and more difficult than what can be read independently.
  • Third grade-Read 30 chapter books a year.
  • Fourth grade-Read 40 chapter books a year.
  • Fifth grade-Read 45 books a year, at least one-half of them chapter books.

In conclusion the article states, “The collective efforts of the faculty are important in developing the school as a center for literacy.  And the more fully we can engage parents and caregivers in sharing literacy experience with their children, the more likely it is that these children will become proficient readers.”

Cindy Steffens