We believe that reading is the foundation and key for success in school and for living a quality life in the world today. Reading competence affects performance in all the other content areas. In addition, it enhances our ability to set goals, problem solve, and make decisions needed to create satisfying and productive lives personally, as citizens of our county, and as members of a global society. As with all human learning, reading has both affective and cognitive components, which must be addressed for effective development. The learning of this complex thought process requires artful and intentional teaching, as well as much student practice with a variety of quality materials. Further, we believe that all children can become literate and use this ability to continue their own development, to add meaning and enjoyment to their lives, and to contribute to society.
Based on the above beliefs and through the collaborative efforts among teachers, librarians, reading specialists, administrators, assistants, and parents, the following guidelines elaborate on how we will direct our programs and instructional strategies.
a. Provide an exposure to a variety of texts, genres, and forms of literature.
b. Promote an understanding of why the text and strategy are important and how they will be useful to them.
c. Clarify how the approach to each text varies with purpose.
a. Model thinking skills, thinking behaviors, and personal connections with the materials.
b. Use “how to” types of coaching to share hidden mental processes.
c. Guide and reinforce modeled strategies in a variety of ways to match different levels of development and learning styles.
d. Create interest in books through book talks, sharing, author visits, and school wide events.
e. Maintain an environment which contains a large variety and quantity of high quality reading materials and which encourages thinking behaviors.
f. Provide opportunities for self-selection of reading materials.
g. Provide opportunities to share and discuss with peers what is read to construct meaning together.
a. Provide a variety of experiences including Read To, Shared Reading, Guided Reading, Literature Circles, Conferences, Partner Reading, Independent Reading, Whole Group/Small Group/Individual Lessons, Oral and Silent Reading Activities.
b. Create a system which continually reviews and develops a delivery model that promotes appropriate use and acquisition of quality reading materials.
c. Provide success for students by regular use of instructional and independent level materials to achieve fluent processing and comprehension skill and by providing support for materials at frustration level.
d. Schedule enough time during the school day to deliver a quality reading program. Large uninterrupted blocks of time are recommended; schools must work as a whole to prioritize and schedule realistic time periods for reading instruction.
e. Teach/learn major strategies, such as the comprehension strategies, in depth and over time so that students can fully experience them, make connections, and incorporate their use across the curriculum.
f. Use appropriate classroom assessments to monitor progress in an ongoing fashion. Use this information to drive instructional planning.
g. Broaden the concept of literacy. Integrate writing, which reinforces reading process and comprehension ability.
h. Incorporate strategy instruction in content teaching to promote comprehension in that content area.
i. Work collaboratively among Classroom Teachers, Reading Specialists, RAP Staff, Special Education Staff, Parents, and others to develop ways to instruct students having difficulty learning to read so that they learn coping strategies, alternate methods, or different paths to the reading goals and succeed to their highest potential.
a. Provide start up classes, inservice workshops, and ongoing building support to teachers who are new to the district or to their teaching assignment.
b. Support veteran teachers in identified areas such as individual goals or building focuses.
c. Deliver staff development in reading strategy instruction to content area teachers.
d. Arrange for initial training and ongoing support for instructional assistants.
e. Promote various opportunities for parents to learn how to support reading development.