K-3 Reading Focus on Instruction



Kindergarten - Instruction focuses on a wide variety of readiness skills, including pre-reading skills of recognition of letters and sound association, developing phonemic awareness, and understanding concept of print.  The Animated Literacy Program is used primarily for development of phonemic awarencess and phonics instruction.  It incorporates language, music, drawing fluency and letter formation.  Writing is used in Animated Literacy and through daily interactive writing to develop pre-reading and spelling skills.

First - Beginning reading instruction focuses on three strategies that beginning readers can use to figure out words and gain meaning from text - using the visual knowledge of letters and sounds, the context of meaning of a sentence, or the structure/patterns of spoken language.  Students are instructed in reading using the Guided Reading method, and leveled books (fiction and non-fiction) with Animated Literacy.  The writing process is used in daily journals and story development.  Formal spelling and manuscript letter writing (D'Nealian) is introduced.

Second - Students reinforce and expand their reading skills and comprehension abilities by experiencing instruction in both fiction and non-fiction reading materials at increased difficulty levels.  The Guided Reading method continues to be used as students' progress through leveled readers.  Animated Literacy is used to reinforce the more complex letter combinations with the fluency components.  Six-trait writing is used more formally as a part of the writing process.  Formal spelling instruction continues with support of word sorts and words in daily writing.  D'Nealian manuscript writing is further developed.

Third - Reading comprehension is emphasized through literature and non-fiction text (expository, technical, and persuasive).  Students will be preparing for state reading assessment which assesses both Narrative and Expository texts (fiction and non-fiction).  The Guided Reading method is enhanced with a mixture of literaure discussion groups, whole group mini-lessons and small group instruction.  Formal instruction continues on the Six-Trait model with emphasis on ideas, content and voice. D'Nealian cursive writing is introduced and spelling instruction continues.

4-6 Reading Focus on Instruction

Fourth - Students continue to experience reading instruction with an increased focus on information text in content areas and literacy elements, such as plot, character, setting.  Students experience Guided Reading through instruction in whole group mini-lessons, literature circles, and small group instruction as needed.  Fourth graders will also be preparing for state reading assessment that will include areas of Narrative, Expository, and Technical text.  Formal instruction of six-trait writing includes all six-traits with emphasis on word choice and sentence fluency.  Touch typing skills are introduced to students.  D'Nealian cursive writing and spelling continue as formal instruction.

Fifth - Reading instruction emphasizes literary elements across genres and content areas.  A variety of text (Narrative, Expository, Technical, and Persuasive) are used in classroom instruction.  An increased emphasis is given to building comprehension of various text  structures in all types of reading literature (fiction and non-fiction).  Students will receive formal reading instruction through whole class mini-lessons, literature circles, and small group instruction as needed.  Six-trait writing instruction continues with all six-traits being emphasized as students prepare for the state writing assessment.  Students begin a word processing program.  Formal spelling and handwriting instruction continues.

Sixth - Students are instructed in a variety of reading strategies for understanding text structures.  Students will be preparing for the state reading assessment in all four text types (Narrative, Expository, Technical, and Persuasive).  Students will receive continued instruction through whole group mini-lessons, literature circles/discussion, and small group instruction as needed.  Experience with quality reading materials in both fiction and non-fiction reinforce criteria for quality writing.  All six-traits are reviewed to allow students the opportunity to internalize the criteria for quality writing and to encourage revision and self-evaluation of their writing.

     


     
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