Our Department’s Vision for ELA & Literacy Instruction
Cambridge Public Schools scholars are empowered to use literacy as a tool for communication, self-expression, access and agency. Instruction is research-based, joyful, rigorous and relevant, building a wealth of vocabulary and content knowledge through rich texts and media. Scholars develop their voice and independence as critically conscious readers, writers, speakers and learners through materials that are inclusive of diverse authors, genres, cultures and perspectives. Scholars are empowered with the knowledge and skills to live choice-filled lives that positively impact the world around them.
How Has Literacy Instruction Changed?
The MA Literacy Guide highlights 4 key shifts from outdated to evidence-based literacy practices:
Shift #1: Provide explicit, systematic instruction in foundational skills to every child.
Common misconceptions: Only some students need phonics; Some words can’t be decoded and must be memorized.
Shift #2: Build comprehension by engaging all students in complex, topically connected text sets.
Common misconception: Students should work on comprehension in texts at their “instructional level.”
Shift #3: Use small-group reading time to target foundational skills or comprehension of complex text.
Common misconception: Reading with leveled text is the best use of small group time.
Shift #4: Provide time on all aspects of literacy (reading, writing, speaking & listening), every day.
Common misconception: In grades K-3, phonics needs to be the focus and should be the vast majority of instruction.
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Guiding Research & Recommendations
ELA/Literacy curricula & instruction in CPSD aligns with: