Read Well by Third Grade Plan

"Whenever you read a good book, somewhere in the world a door opens to allow in more light."
Vera Nazarian


 

As written in MN Statute 120B.12, a school district must adopt a local literacy plan to have every child reading at or above grade level no later than the end of grade 3. A local literacy “plan must include a process to assess students' level of reading proficiency, notify and involve parents, intervene with students who are not reading at or above grade level, and identify and meet staff development needs.” Our plan is attached below.


What Is FAIR Reads?


Reading. To receive or take in the sense of (as letters or symbols) especially by sight or touch. (Merriam-Webster)


Reading. A skill we use every day to access information, gain understanding, and be entertained.


Reading. According to Benjamin Bloom’s classification system developed in the 1950s, reading is a lower level cognitive activity that is a prerequisite for higher level thinking and learning.


We know the power of reading, and we know the impact literacy brings. FAIR Reads is a unique reading program which honors the importance of literacy while empowering students. Our three prong approach engages and motivates students through consistency, choice, and challenge, utilizes community partnerships, and regularly involves families.


FAIR Reads incorporates six dimensions (motivation, comprehension, accuracy, fluency, vocabulary, and phonics) of reading to create the foundations of literacy and student engagement. FAIR Reads establishes daily routines, student ownership through choice, and a continual challenge to expand comprehension growth. Once a student comprehends what they are reading, growth in accuracy, fluency, vocabulary, and phonics follow. FAIR Reads moves young readers through the transition of "learning to read” to “reading to learn.”


In addition to engaging students in literacy, critical to the program is the engagement of the community and families. The community approach creates a stronger foundation for students as they enter the new world of reading.


K-3 is the beginning of our 1:1 program, and students use iPads as a tool throughout the day. Whether listening to reading, writing and publishing stories, playing word games, or reading texts, utilizing technology keeps learning current and relevant for our young digital-age students. Apps used help teachers personalize and differentiate instruction, as well as do comprehension checks through Accelerated Reader (Renaissance Learning). After students read a book, they take an AR Quiz and receive immediate feedback.


FAIR Reads is a sequential and personalized program that begins in kindergarten at our Downtown campus and continues through middle school at our Crystal campus.


What is Our Goal?


Our Read Well By Third Grade Plan outlines our path to ensure all students, by the end of their third grade year, reach or exceed proficiency as measured by the MCA-III Reading Assessment.


How Is FAIR Reads Taught? (K-3 Curriculum and Instruction)


FAIR Reads utilizes Fountas & Pinnell’s system of AA-Z developmental reading levels, Gail Boushey and Joan Moser’s Daily 5 and CAFE System, and Accelerated Reader. Each day K-3 students have a two-hour literacy block, where they select reading and writing choices to work towards their own personalized goals. Choices include:

  1. Read to Self
  2. Work on Writing
  3. Read to Someone
  4. Listen to Reading
  5. Word Work

As students progress towards their goal, FAIR Reads provides growth in the following essential components of reading:

  1. Phonemic Awareness: the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words
  2. Phonics: the relationship between the letters of written language and the sounds of spoken language. For example, learning that the letter ‘b’ represents the /b/ sound
  3. Fluency: the capacity to read text accurately and quickly
  4. Vocabulary: the words students must know to communicate effectively through listening, speaking, reading and writing
  5. Comprehension: the ability to understand and gain meaning from what has been read

Once a week, students meet one-on-one with a trained volunteer as part of our Target Reading Buddies program. For a half hour, students receive individualized attention around their personalized literacy goals from a Target Corporation volunteer.


FAIR Reads was developed through best practice regarding literacy instruction. The National Reading Panel, who was asked to evaluate existing research and evidence by Congress in 1997, found that the best approach to reading instruction is one that, like FAIR Reads, incorporates:

  • Explicit instruction in phonemic awareness
  • Systematic phonics instruction
  • Methods to improve fluency
  • Ways to enhance comprehension


National Reading Panel Report (2000)


What Are MN Academic Standards in English Language Arts?

As part of the FAIR Reads design, staff aligned the MN Academic Standards to instruction, resources, materials. The K-12 standards are organized into three main sections:

  1. Standards for English Language Arts & Literacy in History, Social Studies, Science and Technical Subjects (K-5)
  2. Standards for English Language Arts (6-12)
  3. Standards in Literacy in History, Social Studies, Science and Technical Subjects (6-12)


Each section is divided into strands of Reading, Writing, Language, and Speaking, Viewing, Listening, & Media Literacy. Each strand features learning progressions that are anchored in college and career readiness standards.


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Anne Marie Arndt,
Oct 20, 2014, 1:07 PM