Fostering Lifelong Learning - Episcopal Academy

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Finding a New Language for Literacy Reflections on a sabbatical year by Jennifer Rea, Episcopal Academy kindergarten teacher I find myself returning to the classroom with a new language for literacy. I’ve always had a love of literacy, and wanted to know more… not simply because it’s what I like doing, but because reading and writing are at the heart of teaching. I wanted (needed) to explore current theories and how other teachers teach reading and writing. Being granted a sabbatical year gave me just such an opportunity — to come to grips with the reading and writing of learning. In the year prior to my sabbatical, I enrolled in the University of Pennsylvania’s masters program in reading, writing and literacy at the Graduate School of Education. The sabbatical provided me with the time to share in and inhabit the classrooms of two superb kindergarten teachers at The Penn Alexander School in Philadelphia. And, it was there that I was inspired to see kindergarten children in “workshops”- “work” as in the “doing,” “shop,” as in the place of doing — reading and writing with joy and purpose. After three months in the classrooms of Penny Silver and Mark Lowe, I was beginning to develop new ideas and new symbols — I was acquiring new ways of thinking about literacy, a new language. It was through time shared with Penny and Mark, and their pupils, that I was impelled to attend Columbia University’s two-week intense training program at the Summer Institutes in Reading and Writing. Directed by Lucy Calkins, the Teachers College Reading and Writing Project is based not only on literacy research but also on active collaboration between teachers and researchers. Its implementation throughout New York City’s school district, from Manhattan to Harlem, has yielded terrific results. Calkins’ reading and writing workshops teach even the youngest children to love words and literature, to read like “writers” and write like “readers.” Because of these experiences I now address my children as “readers” and “writers.” I ask them to “turn and talk” to sit “knee to knee” to tell the “stories of our lives” and their “good writing ideas across five fingers.” At lunch they sit telling stories about something that happened and add “I think I’ll write about that.” They want to hear stories again and again. They spontaneously read along as stories are read aloud, playing the part. Their natural creative impulses to learn by doing are reinforced and enhanced by interactive “read alouds” and the reading workshop. There’s a new energy in the classroom around reading and writing. Reading and writing really are fun! Mindful that young children need to play and explore, to live the experiences that will become the fabric of their lives as literate individuals, reading and writing are now the crux of the kindergartener’s day. The workshops are special times for children to explore words, pictures and stories…express themselves to themselves and to the others within their community, the classroom. 1 Rea, J. F. (2007) Play, Experiential Learning, and Literacy in the Kindergarten Classroom, Prospect Review 28 (e), 9 pp. http://review. prospectcenter.org/" http://review.prospectcenter.org/ 2 Connections
Jennifer Rea’s kindergarten class during a recent visit to The Penn Alexander School. “There’s a new energy in the classroom around reading and writing.” The Penn Alexander School Named after Sadie Tanner Mossell Alexander (1898-1989) The Penn Alexander School was built by the University of Pennsylvania in partnership with the School District of Philadelphia. Sadie Tanner Mossell Alexander earned five degrees at the University of Pennsylvania. She was the first African American in the nation to earn a Ph.D. in economics and three years later, Sadie became the first African American woman to enroll in Penn’s law school. The school, located at 42nd and Spruce, is a $19-million, 83,000-square-foot building. The school’s instructional program for children from pre-k through grade eight was developed in collaboration with the Penn Graduate School of Education using resources designated by the US Department of Education as “exemplary programs.” The school continues to work collaboratively with the University of Pennsylvania to develop school curriculum and academic research. Episcopal faculty member Jennifer Rea spent her recent sabbatical year observing and conducting classes at Penn Alexander and has taken these experiences back to the classroom at EA. Winter 2008 3
Page 1 and 2: Connections The Magazine of The Epi
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Page 7 and 8: 2008 Travel Grants advance their co
Page 9 and 10: Several of the suggestions made by
Page 11 and 12: Ever Episcopal Campaign Hits $80 Mi
Page 13 and 14: various reasons) tell you what happ
Page 15 and 16: Merion 4th Graders Explore WWII Fro
Page 17 and 18: Football (Boys) 1st Team Bobbie Fit
Page 19 and 20: During Haverford/AIS Weekend winter
Page 21 and 22: Middle School Junior Honors Art Stu
Page 23 and 24: Reunion Celebrations Class of 2007
Page 25 and 26: Save-the-Dates - Two Alumni Network
Page 27 and 28: Pictured left to right: Sonja (Voll
Page 29 and 30: Sophomore Kelsey Baldwin poses with
Page 31 and 32: Class Notes Edited by THE Alumni OF
Page 33 and 34: Abby (age 4) and Reilly Rose (age 2
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Page 37 and 38: Anne Putnam ’96, James Casey ’9
Page 39 and 40: Patrick O’Neill ’98, Mike Ianna
Page 41 and 42: Lexi Nicholls ’01 and Megan Hayes
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