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Early
Literacy Intervention
The
Joel
School core
reading/language arts program is a comprehensive approach to the literacy
development of all children.
Students in the
Joel
School are monitored
very carefully in regard to early literacy.
Developmental
Reading Assessments (DRA’s) are
given to students three times a year.
Students who do not reach benchmarks set by the CT State Department
of Education are referred to our early literacy intervention programs.
As part of the core program, the needs of at-risk readers are
addressed through the implementation of Teaching for
Literacy Competence Story Group, (TLC™),
Language Arts Support, Reading in
Resource, JUMP, READS, and
ESL.
We have instituted a Kindergarten Story Group. This program meets once a
week for a 30 minute time block. The characteristics of this program are
the same as first grade Story Group.
Key Components are:
*30
minute instruction
*small
group instruction
*hands-on
activities that engage students
*activity
based
*exposure
to print
*instruction
by a Reading/Language Arts Consultant
Story Group
[First grade students who are not yet ready for TLC
participate in Story Group].
Students in this group develop the skills necessary to begin early reading.
Instruction emphasizes phonemic awareness, sound/symbol correspondence,
story knowledge and concepts of print. Some Students may progress from
Story Group to TLC.
Teaching for Literacy Competence is
a short term early intervention program designed to support struggling first
grade readers.
Students build confidence as they view themselves as readers and
writers.
Exiting from the program occurs when students can perform as average
readers in the classroom setting.
Key Components are:
*service
provided by a trained paraprofessional monitored and supervised by a
Reading/Language Arts Consultant.
*one
on one daily 40 minute instruction until exit level is reached.
*strategy
based instruction necessary to read, write and comprehend.
First grade
students who do not require a five day intervention and are past the
beginning stages of reading take part in our LAS program.
This
program’s focus is to assist in strengthening certain components of the
reading process that are weak areas for the students. Students are exposed
to enjoyable, activity based, and developmentally appropriate instruction.
Key
Components are:
*
30 minute instruction 3 times a week
* Small group instruction
* Needs based instruction
* Strategy based instruction necessary to read, write and
comprehend
* Service provided by a Reading Consultant
Reading in Resource provides early intervention strategies in literacy for
children considered high-risk learners. Their status as high-risk learners
is determined through various informal assessment criteria. This program
provides developmentally appropriate interventions and strategies for
kindergarten and first grade students, with priority given to first graders
The JUMP program is a short term
intervention program that supports developing second and some third grade
readers.
Children are paired with one or two other children on the same
reading level.
Key Components are:
*strategy
based instruction focusing on comprehension
*one-half
hour instruction four times per week
*service
provided by a trained paraprofessional monitored & supervised by a Title 1
coordinator.
*use
of leveled material
*small
group explicit instruction
Regular Education Alternative Developmental Strategies is a program for
students, grades 2 and 3, in need of support, but who do not qualify for
Title 1 Reading or JUMP. Special Education Teachers teach multisensory
reading, guided reading, independent reading strategies, Lindamood sound
symbol strategies, fluency, comprehension strategies, and independent
reading, as well as other strategies for reading in the classroom as part of
the regular education initiative.
The English as a Second Language Program addresses the social and academic
language needs of students who speak another language at home. The four
components of language are studied—listening, speaking, reading, and writing
through literature and activities that promote proficiency.
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