This year, teachers at Anderson were supported by the Richmond School District’s Classroom Enhancement Fund (CEF).  This funding provided release time for our teachers to meet, collaborate, plan, and implement strategies to support our school story goal of improving literacy skills using the Pillars of Literacy. 

Through CEF collaboration, Grade 3/4 and 4/5 teachers met and, in their observations, noted gaps with their learners in a variety of areas when it came to the literacy levels of their students: particularly in the areas of their writing, phonological awareness, spelling, and comprehension. 

With this lens in mind, Grade 3/4 and 4/5 teachers explicitly worked on developing skills such as: Phonics, spelling, vocabulary development, reading comprehension, and paragraph writing.

The tables below indicate report card progress in English Language Arts over three terms of learning. 

The three English Language Arts tables indicate a decrease in the number of students with Emerging and Developing proficiency indicators and an increase in the number of students with Proficient and Extending proficiency indicators. 

While the tables are just a snapshot of English Language Arts progress for our Grade 3/4 and Grade 4/5 learners, this is a good beginning indicator that targeted support in English Language Arts can help students make academic progress.  Overall, there was a decrease in the number of students who had Emerging and Developing proficiency indicators and an increase in the number of students who received Proficient and Extending proficiency indicators.

This information will be shared with staff in the beginning of the 2025-2026 school year and used to in conjunction with planning to support the school story literacy goal.