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There is a difference between being functionally literate--able to decode words well enough to fill out a form or even pass a test--and being literate in a way that allows us to think about ourselves, our communities, and the world around us in deep and meaningful ways. Given our limited resources, up until now, we’ve focussed on this second kind of literacy work.
All of our curriculum resources are open source: while we appreciate acknowledgement of our work, because it helps us meet interesting people, all are welcome to use, adapt and share any of the resources found here.
Our curriculum resources fall into two main categories:
1. The Reading Project
The act of reading becomes an act of thinking, when one doesn't just register text on the page but is able to decode and extract meaningful ideas from it. Good readers use their first voice to fluently and easily decode text; they employ specific strategies to activate their 'Second Voice' — the voice responsible for meaning making. In community libraries the Second Voice is developed by providing easy access to thousands of books. But that alone is not sufficient. That is why TCLP has a robust Reading Project that supports and empowers readers — especially first-generation readers — in bridging the gap between text and meaning to truly embody 'Reading Is Thinking'.
Since its inception, The Reading Project has brought about powerful shifts in our reading community. In the beginning, it was sustained by adult volunteers reading aloud to children of different age groups. Within 2-3 years, we had members of the Students Council trained to deliver read-alouds to younger children. Currently, we are seeing a new generation of 'read-alouders' who populate our libraries: older siblings reading to younger ones, friends reading aloud to each other, members spontaneously gathering a group around them to read a story. It has prompted us to update our motto from 'Reading Is Thinking' to 'Reading Together is Thinking Together'.
To be continued…………