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What is Reading First

What is Reading First. This “program” focuses on putting proven methods of early reading instruction in classrooms.

reginald-ethelbert
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What is Reading First

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  1. What is Reading First • This “program” focuses on putting proven methods of early reading instruction in classrooms. • Through Reading First, states and districts receive support to apply scientifically based reading research—and the proven instructional and assessment tools consistent with this research—to ensure that all children learn to read well by the end of third grade.

  2. Reading First • Supports the use of screening and diagnostic tools and classroom-based instructional reading assessments to measure how well students are reading and to monitor their progress.

  3. Reading First • Reading First provides funds to train teachers in the essential components of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) and to select and administer screening, diagnostic and classroom-based instructional reading assessments to identify those children who may be at risk of reading failure.

  4. Reading First • Funds support increased professional development to ensure that all teachers have the skills they need to teach these programs effectively. • Funds are also provided for professional development for special education teachers, kindergarten through grade 12.

  5. RPS School-wide Comprehensive Reading Plan • Core program based on SBRR • 5 components of reading • Flexible grouping • Focused, small group instruction • Differentiation • Data driven instruction • Progress monitoring • Intervention plan for instruction • Ongoing professional development

  6. Sustainability • Leadership • Professional development • Accountability and alignment • Instructional materials

  7. Progress monitoring • PALS Quick Checks monitor student progress and track the effectiveness of intervention in between the fall, mid-year, and spring screening windows. • It is recommended that Quick Checks be administered to K-3 students who have been identified by PALS and are receiving intervention, and students who need instruction in a particular skill.

  8. Literacy coaching • Forming a learning community • Supporting teacher change • Monitoring student progress

  9. Walk-through observations • Appropriate use of core program • Whole group instruction • Differentiated, small group instruction • Meaningful, independent practice • Print rich environment • Evidence that data analysis is driving instruction • Pacing of instruction

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