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At Dent-Phelps R-III School District, we believe students make the greatest gains when families and schools work together. This site is designed to make that partnership easier by bringing a variety of reading activities into one convenient place for you to use at home with your child.
Read below to learn about the Components of Reading, the Dent-Phelps approach to literacy instruction, and use the Links below tab to access at-home activities to support your student in their reading journey.
Missouri's Reading Success Plans (RSPs) are mandated under Sections 167.645 and 167.268 of the Revised Statutes of Missouri (RSMo), SB 681). The law requires school districts to develop personalized, intensive reading intervention plans for any student identified as having a "substantial reading deficiency" or who is at risk for reading difficulties.
Phonological awareness is the ability to hear, pronounce, and manipulate sounds. Phonological awareness tasks move from easier tasks like rhyming to harder manipulation tasks like deletion, addition, or substitution of individual sounds.
Phonological awareness is the ability to hear, pronounce, and manipulate sounds. Phonological awareness tasks move from easier tasks like rhyming to harder manipulation tasks like deletion, addition, or substitution of individual sounds.
Phonics is instruction that focuses on the alphabetic principle - the systematic, predictable relationship between spoken sounds and written letters that allows readers to identify or "decode" words. The English langauge has only 26 letters, but contains 44 sounds. This means a student must learn many ways to read and spell each sound.
Phonics is instruction that focuses on the alphabetic principle - the systematic, predictable relationship between spoken sounds and written letters that allows readers to identify or "decode" words. The English langauge has only 26 letters, but contains 44 sounds. This means a student must learn many ways to read and spell each sound.
READING FLUENCY is the ability to read a text easily. Fluency actually has four parts:
Accuracy - Are students able to correctly read the words?
Speed - Do students sound like they are reading like they speak or do they sound like a robot struggling with every word?
Expression - Do students change their tone as things become exciting or as questions are asked within the text?
Comprehension - Are students able to understand and explain what they read?
Vocabulary is extremely important for students and is essential to reading comprehension. Vocbulary refers to the words that students must understand to read and communicate.
Vocabulary is extremely important for students and is essential to reading comprehension. Vocbulary refers to the words that students must understand to read and communicate.
There are four types of vocabulary.
Listening Vocabulary: The words a student needs to know to understand what they hear.
Speaking Vocabulary: The words a student uses when they speak.
Reading Vocabulary: The words a students needs to kow to understand what they read.
Writing Vocabulary: The words a student uses in their writing.
Comprehension is the overall goal of reading. It is the ability of students to understand and make meaning of what they are reading. Good readers think actively while they read. This means they combine their knowledge and experiences with what they know about vocabulary, language, structures, and reading strategies to get the most out of what they are reading. Good readers also notice when their understanding breaks down and then try and use strategies they have been taught to solve the problem that has arisen.
Reading research has shown that instruction in reading comprehension helps students do a better job of making meaning of what they read.
Dent-Phelps R-III uses a consistent reading assessment process to identify student needs, provide support, and track growth throughout the year.
i-Ready Reading Diagnostics (BOY, MOY, EOY)
i-Ready Reading Diagnostics (BOY, MOY, EOY)
All students take the i-Ready Reading Diagnostic three times each year:
BOY (Beginning of Year): Shows each student’s starting point and helps teachers plan instruction.
MOY (Middle of Year): Checks progress and helps teachers adjust support as needed.
EOY (End of Year): Measures yearly growth and helps plan for the next grade level.
Reviewing Results:
Reviewing Results:
Teachers review i-Ready results and classroom reading data to determine what support each student needs.
Reading Success Plans (RSP)
Reading Success Plans (RSP)
If a student needs extra support in reading, a Reading Success Plan (RSP) may be created. The plan includes:
Specific reading skills to improve
Goals for growth
Supports and interventions the student will receive
A schedule for checking progress
Interventions
Interventions
Students who need additional help may receive targeted instruction, such as small-group support focused on skills like phonics, fluency, vocabulary, or comprehension.
Progress Monitoring
Progress Monitoring
Teachers regularly check student progress to make sure interventions are working. If needed, supports are adjusted to help the student grow.
Reading Success
Reading Success
Our goal is to help every student become a confident reader. We track growth across the year and celebrate progress along the way!
Reading Goals for Home:
Outside of school reading goals: Grades K-2: Read 20 minutes daily, Grades 3-8: Read 30 minutes daily.
Click below for the monthly literacy focus:
May 2026: Author's Point of View
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