Reading in U-46

 

At the Preschool Level

The U-46 Preschool Program is participating in the Early Reading First project, a federally sponsored program to teach beginning reading skills to preschool children, who otherwise might be at risk of having success with reading when entering kindergarten. Reading instruction occurs in a play-based setting that is appropriate for 3-5 year olds, with a more formal 15-20 minute whole group literacy block each day in which the teacher provides direct reading and writing instruction. While students are not “readers” in the sense of comprehending text when they leave the program, they do have knowledge of many letters and can write words and know how to use books. They also have had experiences that will help them understand how stories sound and are developed and have increased their vocabulary and knowledge of the world. All these skills will improve their chances of becoming good readers during the early school years.

 

At the Kindergarten Level

The kindergarten program is designed to respect the development of the whole child. There is an understanding that children learn through active involvement and play and that children demonstrate and represent their knowledge in a variety of ways, recognizes the social nature of learning and the essential role of language in mediating thought, communication and learning. The kindergarten curriculum requires centers for learning so that all curricular areas are manipulative, exploratory, multilevel and individualized.

Curriculum Roadmap, Reading at the Kindergarten level

 

At the Primary Level (Grades 1-2)

In the primary grades, teachers have an extended period of time each day devoted to reading and writing instruction. During the daily literacy block, there will be times for all students to sit together for direct instruction from the teacher, times for the teacher to work with small groups on specific skills, and times for students to work independently or with a partner. Many varied activities occur during this time, with the common goal to actively engage students in reading many types of materials at levels that are “just right” for them. To instruct students in the five essential reading areas teachers model, demonstrate, think aloud, and explain reading and writing strategies, and then students practice them on their own. Classrooms often have areas or “centers” where individual students or small groups can work on an assigned or choice literacy task. In addition to the “block” of literacy instruction, teachers continue to teach reading and writing strategies as they teach the “content” areas such as science, social studies, and math, because reading non-fiction materials such as these require some very specific skills.

Curriculum Roadmap, Reading at the First Grade level, Second Grade level

 

At the Intermediate Level (Grades 3-6)

In grades 3-6, reading is also taught during a consistent period of time each day as well as in the various subjects. At these levels, students are becoming much more independent, but the materials are much more challenging as well, so the teacher must provide many different activities and materials to meet the needs of each student. A child is expected, at this level, to acquire flexible use of the reading strategies (link). By monitoring his comprehension, the intermediate level child will become more independent and increase his understanding of what he is reading.

Curriculum Roadmap, Reading at the Third Grade, Fourth Grade, Fifth Grade, Sixth Grade level

 

At the Middle School Level

All 7th and 8th grade students participate in a reading class daily. Classes are heterogeneous and designed to meet students needs, both in terms of general reading ability and study skills. Reading instruction is not limited to reading period, it is integrated into all subject areas throughout the day. Students at this level are expected to use comprehension strategies as a part of their reading skills.  

Curriculum Roadmap, Reading at the Seventh Grade, Eighth Grade levels

 

At the High School Level

By the time students reach high school, all students do not need direct reading instruction. Students needing additional help in reading are provided with opportunities for remediation or enrichment.

Reading teachers at the high school level may:

  • Offer reading classes for students significantly below grade level.
  • Collaborate with content area teachers to determine ways to improve students' reading skills in that subject area. 

Curriculum Roadmap, Reading at the Ninth Grade, Tenth Grade, Eleventh Grade and Twelfth Grade Levels