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Reading Plan

Section A: Five Pillars of Reading Instruction

Describe how reading assessment and instruction for all students in the school includes oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension to aid in the comprehension of texts to meet grade‑level English/Language Arts standards. *

To support all learners in meeting grade-level English/Language Arts standards. At our school, we employ a comprehensive approach to reading that encompasses several key components:

Oral Language: We emphasize the development of oral language skills through engaging discussions, storytelling, and interactive activities. This foundation is essential for students to articulate their thoughts and understand spoken texts. (SC Wonders - Interactive Read Aloud / Shared Reading)

Phonological Awareness: Early assessments focus on phonological awareness, helping students recognize and manipulate sounds in words. This skill is critical for later success in reading and decoding. (LetterLand / iReady Learning Pathway)

Phonics: Our instruction includes systematic phonics programs that teach students the relationship between letters and sounds. This enables them to decode new words independently and enhances their reading fluency. (LetterLand / iReady Learning Pathway)

Fluency: We promote fluency through repeated reading practices and performance opportunities, allowing students to read with speed, accuracy, and expression. Fluent readers can focus more on comprehension rather than decoding words. (SC Wonders / iReady Learning Pathways).

Vocabulary: Vocabulary instruction is integrated across the curriculum. We provide rich language experiences and explicit teaching of new words to expand students' understanding and usage of language, which is vital for comprehension. (SC Wonders)

Comprehension: Finally, we utilize various strategies to enhance comprehension, including summarization, questioning, and making connections to texts. These strategies help students engage with the material on a deeper level. (SC Wonders)

By integrating these components into our reading assessments and instruction, we ensure that all students receive the support necessary to thrive in their literacy development.

Document how Word Recognition assessment and instruction for PreK-5th grade students are further aligned to the science of reading, structured literacy and foundational literacy skills.*

Our approach is deeply rooted in the principles of the science of reading, which emphasizes systematic and explicit instruction. Word recognition plays a crucial role in this process, as it helps students develop essential skills for decoding and understanding text.

The instruction methods we utilize align closely with structured literacy, focusing on phonemic awareness, phonics, vocabulary, fluency, and comprehension. By integrating these elements, we ensure that our students build a solid foundation in literacy.

Additionally, our curriculum, as outlined by Letterland, supports these objectives by providing engaging and effective resources that cater to diverse learners. The Letterland approach fosters a love for reading while reinforcing the necessary skills for successful literacy development.

We are working on strengthening our plan for parents to assist their children in becoming better readers and writers at home.

We provide a weekly parent newsletter that outlines what students are learning each week in reading and writing. This resource helps parents stay informed about the curriculum and provides suggestions for supporting learning at home.

Additionally, we host parent nights where parents can meet with teachers to discuss their child's progress and ask questions about how to reinforce literacy skills. These evenings are designed to create a strong partnership between home and school.

We will also offer parenting sessions focused on helping parents understand the reading and writing strategies being taught in the classroom. These sessions (will) include practical tips and homework help, ensuring that parents feel equipped to support their child's journey in literacy.

Document how the school uses universal screener data and diagnostic assessment data to determine targeted pathways of intervention (word recognition or language comprehension) for students in PreK-5th grade who have failed to demonstrate grade‑level reading proficiency. *

At our school, we utilize the data gathered from iReady, a universal screener to identify students who are not meeting grade-level expectations in reading. This data allows us to categorize students into specific pathways for intervention, focusing on either word recognition or language comprehension based on their individual needs.

For students identified with challenges in word recognition, we implement targeted interventions that may include phonics instruction, sight word practice, and engaging reading activities that emphasize decoding skills. These interventions are designed to build foundational skills that contribute to reading fluency. Students who score in the lowest 20 percentile will receive additional instruction from our school interventionist(s). We use the iReady lessons based on data.

Conversely, for those who require assistance with language comprehension, we focus on enhancing vocabulary, improving listening skills, and fostering engagement with texts. This may involve guided reading sessions, discussions around story elements, and strategies to make connections between texts and personal experiences.

Our goal is to ensure that each student receives the specific support they need to progress towards grade-level reading proficiency. We continuously monitor their growth through ongoing assessments, adjusting interventions as necessary to meet their evolving needs.

Describe the system in place to help parents in your school understand how they can support the student as a reader and writer at home. *

We are working on strengthening our plan for parents to assist their children in becoming better readers and writers at home.

We provide a weekly parent newsletter that outlines what students are learning each week in reading and writing. This resource helps parents stay informed about the curriculum and provides suggestions for supporting learning at home.

Additionally, we host parent nights where parents can meet with teachers to discuss their child's progress and ask questions about how to reinforce literacy skills. These evenings are designed to create a strong partnership between home and school.

We will also offer parenting sessions focused on helping parents understand the reading and writing strategies being taught in the classroom. These sessions (will) include practical tips and homework help, ensuring that parents feel equipped to support their child's journey in literacy.

Our school’s parent liaison will also play a pivotal role in fostering a strong parent-teacher relationship, to support our reading at home efforts.

Document how the school provides for progress monitoring of reading achievement and growth at the school level with decisions about intervention based on all available data to ensure grade-level proficiency in reading. *

At our school, we utilize a comprehensive system for monitoring reading progress. This includes the following key strategies:

Weekly Common Assessments: We conduct frequent assessments using both formative and summative methods to gauge students' reading levels. These assessments provide valuable data on individual and group performance.

PLC Data (Analysis): Our staff collaborates to analyze assessment results, looking for trends and areas of need. This data-driven approach enables us to make informed decisions about interventions and instruction.

Progress Monitoring: We monitor the effectiveness of our interventions through weekly follow-up assessments. This ensures that we can adjust our strategies as needed to best support our students' growth.

Collaboration and Communication: Our teachers work closely with interventionists to share insights and strategies, fostering a collaborative environment focused on student success.

By integrating these practices, we aim to create a supportive and effective reading program that nurtures each student's growth and achievement.

Explain how the school will provide teacher training based in the science of reading, structured literacy, and foundational literacy skills to support reading achievement for all students. *

We are committed to ensuring that our educators receive comprehensive support. Our Reading Coach, during our weekly, Professional Learning Community sessions, will play a vital role in this initiative. Through collaborative sessions, teachers will engage in ongoing discussions and share effective strategies that align with the principles of structured literacy.

Additionally, we will offer a range of professional development opportunities tailored to meet the needs of our staff. These sessions will include workshops, hands-on training, and access to resources that emphasize evidence-based practices in literacy instruction. Specifically, our SPED and 3rd grade teachers will receive LETRS training. LETRS teaches the skills needed to master the fundamentals of reading instruction—phonological awareness, phonics, fluency, vocabulary, comprehension, writing, and language.

Furthermore, our district is dedicated to providing robust professional development that focuses on the latest research in literacy education. This will include training sessions led by experts in the field, ensuring that our teachers are equipped with the knowledge and skills necessary to support all students in their reading journeys.

Previous Goal

(Third Grade Goal): Reduce the percentage of third graders scoring Does Not Meet in the spring of 2022 as determined by SC Ready from 28 % to 42.5% in the spring of 2023.

3rd Grade Spring SC Ready score – 33.6%

Current Goal

Third Grade Goal: Reduce the percentage of third graders scoring at the DNM level in the spring of 2024 as determined by SC Ready from 33% to 40% in the spring of 2025.

By May, 2025, increase the number of third grade students performing on grade level as projected by iREADY Diagnostic assessment from 27% to 48%.

Action Steps:

1. Data Analysis: Begin by analyzing current and past SC Ready data to identify specific areas where students are struggling. This will help us tailor our interventions effectively.

2. Targeted Interventions: Implement targeted interventions for students identified as at risk. This could include small group instruction, tutoring sessions, or after-school programs focused on key skills.

3. Professional Development: Arrange professional development sessions for teachers to equip them with strategies and resources to support students who are currently not meeting expectations.

4. Parental Engagement: Develop a plan to engage parents in their children’s learning. Regular communication and workshops can empower them to support their child’s academic progress at home.

5. Progress Monitoring: Establish regular check-ins to monitor student progress and adjust interventions as needed. Collaboration among teachers will be essential to ensure consistency and share best practices.

Areas of Strength

Collecting, collaborating, and analyzing data

  • Student driven instruction based on data
  • 90-minute ELA block
  • Intervention/Interventionist Schedule
  • Common Assessments
  • Using Formative Assessments
  • Using the SCCRS to plan instruction
  • Monitoring Reading and Writing
  • PLC's with Literacy Coach

Areas of Growth

  • Integrating content-area concepts/topics
  • Classroom Libraries
  • Increase community involvement in literacy development through parent workshops and other community events.