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Grade 1 Daily Reading Program Guide

This document outlines a model reading program that includes: 1) Developing a positive school culture around literacy through reading interest inventories, tracking books read, an engaging library, and family literacy events. 2) Implementing leveled and differentiated reading groups within and between grade levels based on diagnostic assessments, with daily small group instruction for lower-performing students. 3) Focusing literacy instruction on areas like comprehension, fluency, vocabulary, informational texts, literature, and language through strategies such as think-alouds, repeated readings, and word study.

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30 views2 pages

Grade 1 Daily Reading Program Guide

This document outlines a model reading program that includes: 1) Developing a positive school culture around literacy through reading interest inventories, tracking books read, an engaging library, and family literacy events. 2) Implementing leveled and differentiated reading groups within and between grade levels based on diagnostic assessments, with daily small group instruction for lower-performing students. 3) Focusing literacy instruction on areas like comprehension, fluency, vocabulary, informational texts, literature, and language through strategies such as think-alouds, repeated readings, and word study.

Uploaded by

api-356040304
Copyright
© All Rights Reserved
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ModelReadingProgram/Curriculum

PositiveCultureofLiteracy
ReadingInterestInventories
Chartandratebooksread([Link])
Engaginglibraryofbooks(paperandonline;[Link])
Constantencouragementandemphasisputonensuringstudentsknowthevalueandimportanceof
reading.
Engagingtextandnovelselectionstopromotetheenjoymentofreading
CreateFamilyLiteracyNights--SchoolCulture,notjustaClassroomculture
Positiverewardsforfindingvocabularywordsinbooksreadorforfinishingbooks([Link]

points)
Leveled/DifferentiatedReadingGroups
Betweengradelevelsorwithingradelevels
Daily;MeetwithlowestTier2and3interventiongroupsdaily,foratleast30minutesper
day
Possiblegradesgroupingstodifferentiatebetween:
TKandK
1-2
3-5
6-8
DetermineGroupsfromDiagnosticAssessments:
MultipleMeasuresCorePhonicsSurvey
MASI-ROralFluencyRunningRecord
ComprehensionMazeAssessmentorcomprehension
questionswithapassage
SpellingInventory
SchoolAssessment-STARReadingEnterprise
High,ChallengedReadingGroups:
IndependentLiteratureCircles
HigherLevelTextwithChallengingTasks
GuidedReadingGroupsforStrugglingandMiddlePerformingStudents
FocusAreas(reviewdailywithwhiteboardsorotherhands-onmediums)
Phonics
PhonemicAwareness
Spelling
Grammar
MultisyllabicWords/WordParts
ResourcesandCurriculumGuidesforInterventionbasedon
IdentifiedNeeds:
OrtonGillinghamsBlastOfftoReading:forStrugglingReaders
andthosewithDyslexiaAges7-13
EPSsRecipeforReading

LiteracyAreasofFocus(Frequencyofand
InstructionalStrategiesfor):

Comprehension(Daily/ConstantPracticeandReview)
Frequentformativeassessments
Multiplechoice,Verbal,short-Answerquestions
Summarizing
NeurologicalImpressMethodandModeledThink-Aloud
Fluency(Daily/ConstantPracticeandReview)
Lotsofteacherread-aloudoraudioreadaloudstomodelaccurate
fluencyandprosodywithstudentsfollowingthetextvisually.
Repeatedreadings;guidedreadingfluencyallowingstudentstoread
solo,apageatatime
NeurologicalImpressMethodandModeledThink-Aloud
Vocabulary(Daily)
WordlyWiseProgramorsimilar
Wordlistsbuiltandrepeateddailywithpictures,actingout,graphic
organizers,definitions,wordmeaningchecks,assessments(seebelow)
Forallsubjects
InformationalTexts(Daily/Everyotherdaywithliterature)
News(ScholasticNews;Flocabulary,etc.)
SocialStudies
Science
Literature(Daily/Everyotherdaywithinformational)
NovelStudies/ShortStoriesthatareengagingtostudents,especially
cross-curriculartextsforthewholeclass(seebelow)
Language(Daily/Everyotherday/AsOftenasworks)
Grammarcorrectionsofsentences/paragraphs
WritersWorkshopofPeer/TeacherEditing
GradualReleaseofResponsibilityTeachingApproachfor
introducingnewconcepts

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