Reading Program

Mrs. Jones

Reading Room

HELPING YOUR CHILD READ AT HOME

Stuck on a Word Poster

Reading Strategies

Letter Formation Guide

Booth Dimock DRA Book List

Coventry Grammar School

 CORE Language Arts Programs  

Guided Reading is a major part of the balanced literacy program in our school.  Students read books on their instructional reading level (90-94% accuracy).  During guided reading, students read as the teacher guides them through the story by prompting readers to use decoding and comprehension strategies to better understand text.  http://teacher.scholastic.com/reading/bestpractices/guidedreading/whatis.pdf Fundations is implemented as a supplemental phonics and spelling program. Fundations is research-based and uses multisensory techniques.  Skills are taught explicitly, sequentially, and systematically.   Fundations provides students with a foundation for reading, spelling, and handwriting.  This program is delivered to all students in the regular classroom. Students who struggle in the regular classroom may receive additional targeted instruction in small groups.http://www.wilsonlanguage.com/FS_PROGRAM_MainPage.htm             Making Meaning is a supplemental reading program to build strategies for comprehension and community.   Students are taught the strategies of retelling, making connections, questioning/wondering, and visualizing to make sense of text.  The read aloud is a springboard to teach these strategies.  Individualized Daily Reading is a component of the program that has students read books at their independent or “just right level”.  Social skills are integrated into the program, such as, Think-Pair-Share, which allows children to talk to their peers about stories and share their ideas with the class. http://www.devstu.org/making-meaning 

Empowering Writers is used as the methodology to teach young writers.  The focus of the K-1 program is to help students become aware of story elements and author’s craft as they listen to and discuss stories read aloud.  At first, students may use symbols or letters to label a drawing.  Later, some students use a combination of drawings and words, while others write a series of sentences to tell a story.  Eventually they will write a story with a clear beginning, middle, and end.  In grade 2, students are explicitly taught the narrative diamond.  Students learn about entertaining beginnings, elaborative details, building suspense, the main event, solution of the problem or conclusion of the adventure, and extended endings.  As students progress through this series of related skills, including teacher modeling and guided practice, they gain confidence in their own writing ability and begin to apply these strategies in their own writing.  (Excerpt ideas taken from www.empoweringwriters.com)

HELPING YOUR CHILD READ AT HOME