• Reading Classes are designed to provide intervention in reading comprehension which includes fluency, comprehension & vocabulary, and assessment(s)and writing using Reading Standards-Based assessments.

    InterventionResearch-supported instructional practices in reading and to support struggling students.
    Fluency:  ›The ability to recognize words easily, read with greater speed accuracy, and expression, and to better understand what is read. Children gain fluency by practicing reading until the process becomes automatic; guided oral repeated reading is one approach to helping children become fluent readers. 
    Comprehension›Comprehension involves the use of techniques for helping individuals to understand what they read. Such techniques involve having students summarize what they’ve read, to gain a better understanding of the material.
              Reading Comprehension Strategies of Focus
                   Schema /making connections
    ›               Questioning  
       ›            Visualizing/evoking images
                   ›Drawing inferences  
    ›               Determining importance 
    ›               Synthesizing
    VocabularyVocabulary incorporates the teaching of new words, either as they appear in the text, or by introducing new words separately. This type of instruction also aids reading ability.
    Writing: Students are taught writing strategies to complete constructed responses to show reading comprehension for Standards-based Assessments for both literature and informational texts.
    ›Formative Assessment- Formal and Informal processes teachers and students use to gather evidence for the purpose of improving learning.
    Summative Assessment- Assessment information used to provide evidence of student achievement for the purpose of making a judgment about student competence or program effectiveness.
     Skill Building Applications:
       ›Students are immersed in a literate environment
       ›Students use technology to support literacy development
    ›   Students reflect on and self-monitor their own literacy processes
    ›   Students consider multiple interpretations of reading materials
    ›   Students read a variety of literacy materials daily and for extended periods of time