Lower School Literacy Coordinator Kimberly Tan is dedicated to crafting a strong literacy curriculum for Pre-K through fifth grade students. Her commitment to fostering a love of reading and writing and her collaborative work with teachers make her an essential part of the Lower School community. Here, she shares her insights on curriculum evolution, student development, and the critical values in the literacy journey.
How do you see the Lower School literacy curriculum evolving, and what changes or additions are you most excited about?
Throughout the Lower School curriculum, we align our efforts to help writers and readers understand genres, focusing on the foundational elements of fiction and nonfiction. This approach allows kids to define nonfiction and understand text features. I’m excited to see how this understanding develops across the grades, with a clear learning path. It’s terrific when third grade teachers ask about second grade practices, showing their desire for alignment and understanding where their students are coming from.
In the early grades (Pre-K-second), the focus is on cultivating joy in reading and writing through creativity. As students move into third, fourth, and fifth grade, we work to deepen their love for books and enhance their writing. It’s such an inspiring progression. We’re starting with a solid curriculum used in many schools, but Riverdale teachers are eager to add joyful, relevant texts. We’re committed to diversifying our reading materials by introducing new authors and titles that resonate with students. We’re also seeking input from the kids to help shape their classroom libraries. It’s great to see teachers excited about incorporating books their students love into their collections.
What are the most important values to instill in students during their literacy journey?
Confidence is paramount. Encouraging students to embrace writing and view mistakes as valuable learning opportunities is essential. This confidence enables them to tackle challenging texts and seek help when needed. In the lower grades, we emphasize risk-taking alongside confidence.
As students transition to Upper Learning, the focus shifts to independence. We’ve equipped them with the necessary skills, and it’s now about showing what they can do. Although kids can be hesitant, our teachers encourage them to embrace independence. It’s not merely about identifying the main idea; it’s about understanding oneself and knowing when to ask for help.
How do you see your role, and what does it add to what the classroom teacher is doing?
I view myself as a thought partner. Grade team leaders are part of my team. If they have goals for their units or the school year, I assist them in overcoming obstacles and discovering possibilities. This collaboration is crucial.
My content experience complements their expertise. I help them with planning and scheduling, which they might lack the time for due to their teaching responsibilities. I encourage them to move beyond daily routines and think long-term, asking, “Where do you want the kids to be in six weeks?” This prompts them to explore their insights while planning for future growth.
How do you see students growing and thriving as readers and writers throughout their time in the Lower School? Are there particular milestones or accomplishments you focus on?
Students’ curiosity significantly influences their reading. A crucial milestone is the development of their reading habits, reflecting effective teaching practices. It’s gratifying to see that the environment cultivated by teachers encourages students to continually seek more from their reading experiences. I’m excited to see how their love for reading and writing develops during their time in Lower School.
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