Reading Programs
and Title 1
The purpose of reading is comprehension. Oral reading, silent reading, fluency, writing, and spelling are amongst the many important skills focused on during instructional time at BES. Fountas & Pinnell's guidelines to teach reading and Fundations (for phonics in the lower grades) are two excellent resources to teach reading that are used at BES.
There are nine areas generally focussed on in early reading skills to help children learn letters, sounds, and words. Usually this instruction takes place in grades PreK-3.
In grades 4-6 children are reading to learn instead of learning to how read and comprehension becomes a major focus of instruction. Strategies focus on a student’s ability to process the full meaning of a text and to gain insight about the specific demands that fiction and nonfiction texts place on readers. Thinking within the text, beyond the text and about the text is important to gain rich understandings and is the central focus of comprehension. There are many different types literature to practice these important
comprehensions skills on.
-Within the text
-Beyond the text
-About the text
Children are always encouraged to reach their full potential. Sometimes students benefit from an intervention to increase a particular skill or skills. "What Works Clearinghouse" as mandated by the state, recommends interventions that are scientifically based in research. Some of these reading interventions are: The Fountas and Pinnell Leveled Literacy Intervention (LLI), Fundations, LIPs, Seeing Stars, Visualizing and Verbalizing, Read Naturally, Lively Letters and the Orton-Gillingham approach to reading.
TITILE 1: For a better understanding of Title 1 click on the links provided here or go to the DOE website on our HOME PAGE.
Title 1:www.readingrockets.org/article/making-no-child-left-behind-act-work-children-who-struggle-learn
Slide Show from TITLE 1 night. Just click on PRESENT in the white box in upper right corner:
docs.google.com/presentation/d/1yhc041yw4LlVLKJOzKtnLtHaXfdlj_kjLLunPpZJwVo/edit#slide=id.p3
There are nine areas generally focussed on in early reading skills to help children learn letters, sounds, and words. Usually this instruction takes place in grades PreK-3.
- Early Literacy Concepts
- Alphabetic Principle
- Phonemic awareness
- Phonological Awareness
- Accuracy
- Fluency
- Comprehension
- Vocabulary
- High-Frequency Words - Sight words
In grades 4-6 children are reading to learn instead of learning to how read and comprehension becomes a major focus of instruction. Strategies focus on a student’s ability to process the full meaning of a text and to gain insight about the specific demands that fiction and nonfiction texts place on readers. Thinking within the text, beyond the text and about the text is important to gain rich understandings and is the central focus of comprehension. There are many different types literature to practice these important
comprehensions skills on.
-Within the text
-Beyond the text
-About the text
Children are always encouraged to reach their full potential. Sometimes students benefit from an intervention to increase a particular skill or skills. "What Works Clearinghouse" as mandated by the state, recommends interventions that are scientifically based in research. Some of these reading interventions are: The Fountas and Pinnell Leveled Literacy Intervention (LLI), Fundations, LIPs, Seeing Stars, Visualizing and Verbalizing, Read Naturally, Lively Letters and the Orton-Gillingham approach to reading.
TITILE 1: For a better understanding of Title 1 click on the links provided here or go to the DOE website on our HOME PAGE.
Title 1:www.readingrockets.org/article/making-no-child-left-behind-act-work-children-who-struggle-learn
Slide Show from TITLE 1 night. Just click on PRESENT in the white box in upper right corner:
docs.google.com/presentation/d/1yhc041yw4LlVLKJOzKtnLtHaXfdlj_kjLLunPpZJwVo/edit#slide=id.p3