Reading & Writing

At Advent, we believe that learning to read and write should be both joyful and empowering. 

What makes Advent’s approach to literacy special is how our teachers bring it to life in a Reggio-inspired environment, where children’s natural curiosity drives learning.

Literacy is woven throughout the school day as students engage in both thematically integrated, inquiry-based projects and receive dedicated instruction in phonics, grammar, and comprehension. If the class is studying the life cycle of plants or creating a neighborhood map, children are practicing decoding strategies, exploring new vocabulary, and applying comprehension skills in real, engaging contexts.

Advent cultivates a love of language and builds each child’s own identity as a reader and a writer. Students become strong readers, clear writers, and confident speakers who can share their ideas with ease.

  • Our reading curriculum uses Really Great Reading, a proven, research-based program that gives K-2 children the strong foundation they need in phonics, word recognition, vocabulary, fluency, and comprehension. In grades 3–6, students move beyond simply sounding out words. Programs like Mega Words and Wordly Wise help them grow their vocabulary and understand how words are built and connected, giving them stronger tools for reading, writing, and communication. 

    Formal reading instruction happens as a whole class, in pairs, and in small groups. Because every child learns differently, Advent teachers provide small-group lessons to give each student the right level of support and challenge. Students engage in robust dialogue around books read aloud by teachers, books they read in book groups, and books they read independently. Children also use their growing reading skills to share ideas, ask questions, and document their discoveries with classmates, making literacy a natural part of their daily experiences.

  • Handwriting is a foundational skill that leads students toward automatic word recognition. Advent faculty use Handwriting Without Tears, which complements the child-centered approach by integrating developmentally appropriate handwriting instruction into playful, meaningful contexts. Teachers adapt the curriculum to reflect children's interests, embedding writing into project work. This fosters fine motor development and early literacy while respecting each child’s pace, creativity, and active role in their own learning.

    We also use The Writing Revolution (TWR), a proven approach that helps students become confident, clear writers. Students learn writing step by step—starting with simple, strong sentences and gradually building up to paragraphs and full compositions. This method is woven into every subject and grade level, so children practice writing as part of their everyday learning. By focusing on skills like expanding sentences with words such as because, but and so, students strengthen both their writing and their critical thinking, setting a strong foundation for success across the curriculum.

    In this way, Advent’s literacy curriculum gives children the structure they need, while our Reggio Emilia Approach ensures that learning feels connected to their world. The result are curious thinkers who see reading and writing as essential to exploring and understanding themselves and the world around them.

What is “Inventive Spelling” and why does it work?

When young children begin to write, you may notice them spelling words in creative or “inventive” ways—for example, writing “kak” for cake or “luv” for love. While it may look unconventional, inventive spelling is an important and valuable step in your child’s literacy journey.

Inventive spelling shows that children are actively listening to the sounds in words and trying to connect those sounds to the letters they know. This process strengthens phonemic awareness—the ability to hear and manipulate sounds in words—which is a foundation for strong reading skills. By experimenting with spelling, children gain confidence as writers. They learn that they can express their ideas on paper without waiting until they know the “correct” spelling of every word.

Advent teachers encourage inventive spelling in younger grades because it reflects developmental growth. Over time, children are introduced to – and held accountable for – conventional letter/sound correspondence. As they learn more about spelling patterns, sight words, and rules, their writing becomes more conventional. In the meantime, their creative spelling allows them to practice problem-solving, take risks, and enjoy writing.

Did you know?

Advent’s teacher literacy leaders, along with the Department of Teaching and Learning, have been working together to update our literacy progress report standards so they more closely reflect our current curriculum and assessment practices.

Learn more about Advent’s Literacy Standards by grade level.

From the classroom

Personal narratives and publishing parties

My life flashed before my eyes, and the next thing I knew my mom’s foot was on my nose.

We saw a wild deer pack run across the open field beside us! I was happy to see a deer, because I had never seen one.

So I hopped onto the couch with the blanket and used a couch cushion as a pillow and slowly fell asleep.

The excitement in Advent’s Third Grade classrooms was palpable. As family members listened, students read aloud the personal narratives they had conceptualized, drafted, edited, typed, and illustrated. 

They wrote about hikes and vacations, about the day they got their pets, about rollercoaster adventures and epic sleepovers. Along the way, students not only developed their writing skills, but also practiced working in small groups to give and receive feedback.

The path to creating their unique story began with an exploration of what personal narrative is. Teachers asked students what they thought a personal narrative might be. Their responses included “something about your life,” “something that happened to you,” and “details about yourself,” – all great answers!

Students were asked to choose a moment from their life that either means something to them, had an impact on them (positive or negative), shaped them into the person they are today, stands out in their memory for a certain reason, captures them at their happiest/saddest/most excited, etc., or taught them a lesson.

After that, students read former Third Graders' pieces to help identify what their own narrative might be about. They read stories about dramatic moments, funny moments, scary moments, moments where they pushed themselves, and first-time moments. Third Graders then brainstormed their own ideas, selected their moment, then planted the seed of their idea. 

Students worked with teachers one-on-one, with peers, and independently, which allows everyone to be seen, and their work to be conferenced. As students got deeper into their drafts, teachers created small group feedback rotations. Students read another student's draft, gave written feedback (Strengths and Areas For Improvement), and also received feedback from a peer. They then applied the feedback they were given into the next iteration of their narrative. 

The students understood that, at this stage of their schooling career, writing and storytelling require details and description. This often means that they have to revise many times, helping to develop patience and perseverance – two valuable life skills.

Their diligence, creativity, and final products were amazing to see and listen to – we are so proud of them!