Literacy Mission Statement:  Struggling readers must receive instruction that is individualized, presented in small groups, and based on current assessments.

 

1.  Students should receive explicit instruction, modeling, and practice in the following areas:

• Phonemic awareness- most severe Wilson students
• Phonics/Structural Analysis – needed for students placed in Wilson Language Program, needed for all students presented in context with material being read in literacy group. (scooping syllables, sound symbol charts, prefixes, suffixes etc.)
• Fluency – all students using instructional-leveled materials that progressively increases in level of difficulty.
• Vocabulary development- Presented to all students prior to reading instructional reading level material – reviewed & applied daily (warm-ups, word walls, vocabulary charts, quick review games…)
• Comprehension and critical thinking skills through guided reading, shared reading and independent silent reading, and discussion.
• Balance of various reading genres including non-fiction
• Writing in response to reading with clear expectations – all students- More time for students targeted with significant writing delays
• Teacher read alouds using core curriculum novels, content connection reading materials, high interest novels and short stories (these do not have to be on the instructional level of the students).