Reading Improvement Initiatives in Arp Schools

  

 

  
 
Arp Reading Improvement Policies Reading Strategies That Work Best Practices
READING FOR MEANING TEA Initiatives Beginning Reading Instruction
Alternative Assessments for Elementary Alternative Assessments for Junior High Alternative Assessments for High School
GRADE-LEVEL READING LISTS TEA Reading Academy Modules K Reading Circle -Mansell Video
READING IMPROVEMENT - 6 STRATEGIES

BACK

 Pre-Phonetic Reading Circle Video
 
 

READING FOR IMPROVEMENT

bullet Read Aloud
bullet Reading face-to-face (Partner Reading)
bullet Guided Reading
bullet Fluency Monitoring
bullet Explicit Instruction in Phonetics
bullet Vocabulary Expansion (Word Cards/Word Walls/Word Challenges)
bullet Scanning Techniques (Using fingers)
bullet Practice reading/re-reading
bullet Speed reading practice
bullet Expressive reading
bullet Mimic reading (teacher reads first, then student)
bullet Word patterns/word families
bullet Decoding
bullet Spelling words used with meaningful writing

CLASSROOM BOOK SETS

Classroom Reading should include classroom sets of Books for the following uses:

  1. Oral reading and classroom discussion of word meaning and comprehension.  Students take turns reading aloud. Discussion includes higher-order questioning at appropriate points (What do you think will happen next?). Book selections should be grade level appropriate, yet challenging because the teacher is present and guiding the reading and to help discuss new vocabulary words.
  2. Read-along (on grade-level)– teacher reads & class follows….context clues are used for new words.  Site words can be spoken out loud by whole class.  (Example: Teacher  reads The Three Little Pigs.  The class has previously practiced all the “animal” words as an enrichment.  As teacher reads and comes to the word “Pig” or “Fox”, “Chicken” or “Cow”, the entire class says it out loud as they follow along in the text. This teaches children fluency, expressive reading, and keeps them using their eyes across the page.
  3. Vocabulary building & Vicarious Learning Experiences: books should be above grade level…in other words too hard for students to read by themselves…but an enjoyable story that all children will be interested in hearing and learning more about the subject matter as the teacher reads.  Students hear vocabulary words first. They should learn to use them in discussion before learning to read or spell them. This activity follows the natural progression of language acquisition.
  4. Oral language Building: Oral language discussion prompts should be stressed using questioning techniques every day in the classroom. It is important to build the oral vocabulary through discussion and questioning before students actually read the words on a page. Experiential learning means that students have experienced the words in their own world before they are presented those words in text.  See HOW WE LEARN   Then watch: Pre-Phonetic Reading Circle Video  and Kindergarten Reading Circle Video

 

  

Improvement Committee Agendas & Minutes