This book addresses all of the reading components of the Reads First Initiative, including phonemic awareness, phonics, vocabulary, fluency, and comprehension. The format of the lessons involves daily, thirty-minute intervention sessions, which complement but do not replace classroom literacy instruction.
Über den Autor
Kathryn Henn-Reinke has devoted her career to work with English Language Learners (ELL) and is an associate professor of ESL/Bilingual Education in the Curriculum & Instruction Department at the University of Wisconsin-Oshkosh. Her work centers around first and second language literacy development, assessment and bilingual education.
Inhaltsverzeichnis
Part 1 Introduction Chapter 2 1. Overview of the Reading Club Chapter 3 2. The Reading Club Sessions Chapter 4 3. Assessing Student Progress Chapter 5 4. Inservice for Educational Assistants Chapter 6 5. Strategy Development Chapter 7 6. Exiting the Program Part 8 Appendix A: El Club de Lectura/The Reading Club for Kindergarten Part 9 Appendix B: El Club de Lectura/The Reading Club, Fourth-Grade Social Studies Part 10 Appendix C: El Club de Lectura/The Reading Club, Fifth-Grade Social Studies Part 11 Appendix D: Screening Materials in English and Spanish Part 12 Appendix E: Word Works Materials Part 13 Appendix F: Student Monitoring Forms Part 14 Appendix G: Inservice Plans Chapter 15 References Chapter 16 Index Chapter 17 About the Author
Klappentext
As a result of recent federal legislation, school districts are being required to have all students reading at grade level by the year 2012. Such an exceedingly lofty goal cannot be achieved without powerful intervention programs. Here is a guide for districts and schools that outlines an intervention program for students in grades 1-3 who struggle in their literacy development. Offered in English and/or Spanish, it is designed for small groups of four or less to provide more individualized instruction. The program is easily adaptable for use by educational assistants, classroom teachers, and/or reading specialists. The Reading Club has the potential to help the majority of its students achieve grade level literacy skills within a single academic year. It addresses all of the reading components of the Reads First Initiative, including phonemic awareness, phonics, vocabulary, fluency, and comprehension. In addition, there is a well-developed emphasis on strategy development and assessment of student progress. The format of the lessons involves daily thirty-minute intervention sessions which complement but do not replace classroom literacy instruction. For principals, curriculum specialists, reading coordinators, teachers, inservice and preservice teachers, and educational assistants.
