Kindergarten Literature

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Course Summary

In Kindergarten Literature, students explore and learn about the world around them by reading a variety of culturally relevant and diverse texts that are strategically placed into thematic units to help students build a deeper understanding of an idea or concept. There are two main goals of the Kindergarten reading program. The first is instilling a love of reading within all students by introducing students to engaging texts and authors while also helping scholars discover the different purposes for reading. The second goal of the Kindergarten reading program is to help scholars understand the world around them—particularly how the changing seasons influence weather, animals, and plants. 

At Match Elementary School, our model for teaching reading in lower elementary is a hybrid of an interactive read aloud and a reading workshop mini-lesson. Our 45-minute lessons include the strategic teaching of the habits and strategies of good reading while also pushing for deep comprehension of the text. We believe teaching reading strategies and skills through an interactive read aloud provides students a more holistic picture of what good reading encompasses by exposing them to important reading strategies in more complex texts than they are able to access at their current reading level. We do interactive read aloud instead of just a reading workshop mini-lesson because we believe students need to deploy many skills and strategies—not just the particular teaching point—to fully comprehend a given text. We want students to learn, through teacher modeling and guided discussions, that good reading encompasses many strategies and habits that can be added to their reading tool kits over time. The strategies learned during the reading block are practiced and supported by other reading blocks during the day (e.g., word study, shared reading, writer’s workshop, guided reading, independent reading, and play-based learning labs).

It is important to note that we do not explicitly name the reading strategies that should be addressed in each lesson. As intellectual preparation for the unit, teachers unpack the unit standards and create a list of the habits of good readers that support each standard. During lesson preparation, teachers look at the target task question, lesson objective, and key lesson standards to decide which reading habit best supports comprehension of the text. Teachers then introduce the reading habit during the book preview and highlight any of the key questions that support or reinforce the reading strategy.

How to Use This Course


English Language Arts at Match

At Match Education we have ambitious goals for our ELA program. Through our teaching, we strive to transform our scholars into critical readers, writers, and thinkers, and we seek to widen our students’ perspectives and deepen their character so that they can better understand themselves and the world around them.

Our ELA curriculum is designed around several core beliefs about how students learn best. These beliefs drive the decisions we make about what to teach and how to teach it.

  1. Text First vs. Skills First: We believe in the power of rich and nuanced texts to spark students’ thinking.

  2. Content Selection: We believe selected texts must both affirm our scholars’ cultures and expose them to great literature.

  3. Writing Instruction: We believe writing instruction should teach scholars to construct and convey persuasive arguments, and express their own voices.

  4. Discussion: We believe discussion is a powerful tool for testing ideas out and strengthening thinking.

  5. Word Knowledge: We believe in the importance of building word knowledge through both explicit instruction and exposure to content knowledge.

  6. Lifelong Learning: We believe that teachers should cultivate voracious, inquisitive readers, writers, and thinkers.

For more information, view our full English Language Arts Program Overview.