Title I Reading for Kindergarteners:
At the start of the school year, kindergarten teachers administer a letter recognition assessment. Students who are able to identify 50% or less of the letters are identified for Title I Reading. These students leave the classroom for daily, 20 minute, small group, intensive lessons/activities for learning Sunform letters, picture clues, and sounds. As the year progresses, students might also work on other early reading skills, including:
-Sight word practice
-Blending CVC words
-Using the meaning and pictures to solve words in early readers
-Self-monitoring and self-correcting while reading
-Reading from left to right across a line of print
-Matching and pointing each word
-Using language patterns and structure to solve words
-Using visual cues (letters) to solve words
-Reading fluently with phrasing and expression
-Answering questions that come directly from the text or questions that require drawing conclusions and making predictions
Kindergarteners are evaluated mid-year to determine progress of early literacy skills. Students who are reading below grade level are identified for a reading intervention called Leveled Literacy Intervention.
Leveled Literacy Intervention (LLI) is a small-group, supplementary intervention designed to be used with students who need intensive support to achieve grade level competencies. It also provides strong support for students who are acquiring English as an additional language and are receiving classroom reading instruction in English. LLI serves to catch students up and to prevent literacy difficulties in subsequent years of schooling. Lessons progress from level A (beginning reading in kindergarten) to level Z, which represents competencies at the middle and secondary school level. LLI is meant to be implemented with a max. of four students and is delivered in daily, 30-45 minute sessions (length of time depends on the student's grade level).
A student's reading level is an important factor in identifying those who need additional reading support through the LLI program. Determining a student's reading level is done through a one-on-one assessment. The student reads part of a text orally to the teacher as she assesses the the percentage of words read accurately. This is called a reading record. The teacher notes specific errors (substitutions, omissions, and insertions). Errors can sometimes illustrate a student's strengths and give insights in how to help him. Following the oral reading, the student will likely read the rest of the book silently. Afterwards, the teacher will involve the student in a conversation that will help her know what he understood from the text. The level at which the student reads with 90-94% accuracy (levels A-K) and satisfactory comprehension or 95-97% accuracy (levels L-Z) and satisfactory comprehension is the student's instructional level. If the student is reading below grade level, they are placed in an LLI group at that particular level. Each level provides:
-Combination of reading, writing, and phonics/word study.
-Emphasis on teaching for comprehending strategies.
-Explicit attention to genre and to the features of nonfiction and fiction texts.
-Special attention to disciplinary reading, literature inquiry, and writing about reading.
-Specific work on sounds, letters, and words in activities designed to help students notice the details of written language and learn how sounds "work."
-Close reading to deepen and expand comprehension.
-Explicit teaching of effective and efficient strategies for expanding vocabulary.
-Explicit teaching for fluent and phrased reading.
-Use of writing about reading for the purpose of communicating and learning how to express ideas for a particular purpose and audience using a variety of writing strategies.
Lessons are numbered. Odd-numbered lessons include the following:
-Discussion of yesterday's new book
-Revisiting yesterday's new book by focusing on comprehension, vocabulary or fluency
-Reading a new book: Introducing the text, reading the text, discussing and revisiting the text; teaching point
Even-numbered lessons include:
-Revisiting yesterday's new book and focusing on comprehension, vocabulary or fluency
-Rereading and assessment of one student
-Writing about reading
-Reading new book