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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 Assessment (DRA2) is given to
students three times a year. This information, reviewed with
additional assessment data, is used to identify the students most
critically in need of literacy intervention. As part of the core
program, the needs of at-risk readers are addressed through the
implementation of Teaching for Literacy Competence (TLC) and Title I
Support.
Joel Literacy Team
Veronica Casey
Kindergarten Literacy Specialist
Dana Pallotto
First Grade Literacy Specialist
Kristin Rock
Second Grade Literacy Specialist
Holly Kennedy-Levy Third Grade
Literacy Specialist
The Joel Literacy Team provides leadership and coordination of the
Language Arts curriculum to the school. This team offers a variety
of services to fit the context and needs of the teachers and students.
The Literacy Team assists in the design and delivery of ongoing,
job-embedded professional development focused on the areas in need of
improvement to enable teachers to offer powerful reading instruction to
meet the literacy needs of every child.
In
the beginning of the school year students are given assessments to
identify students who are in need of additional early literacy support.
The Phonological and Graphophonic Awareness Assessment (PGA), including
letter identification and Concepts About Print (CAP), are employed as an
instrument designed to measure students acquisition of critical early
literacy skills.
Key Components:
Ø
Intervention provided by literacy specialist
Ø
Small group instruction
First Grade
Reading Intervention (CARE)
Children
Are Reading Everyday
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
based on their own achievement. Exiting from the program occurs
when the student can perform as an average reader in the classroom
setting.
Key Components:
Ø
Intervention provided by a trained paraprofessional monitored and
supervised by literacy specialist
Ø
Daily one-on-one 40 minute instruction until exit level is achieved
Ø
Strategy based instruction necessary to show improvement in the ability
to read, write and comprehend
Second and
Third Grade Reading Intervention (Title I)
In
the beginning of the school year, assessments are given to identify
students who are in need of additional reading support. The
results from the Developmental Reading Assessment (DRA2), Degrees of
Reading Power (DRP) and Dynamic Indicators of Basic Early Literacy (DIBELS)
are used for Title I criteria.
The Title I program may be taught in a small group within the classroom
or in a pull-out group in the reading room. Each child works with
a trained paraprofessional in conjunction with a certified literacy
specialist. Specific reading strategies and comprehension skills
are reinforced through explicit teaching during small group lessons.
Key Components:
Ø
Intervention provided by a trained paraprofessional monitored and
supervised by literacy specialist
Ø
Small group instruction
Ø
Needs based instruction
Ø
30-40 minute instruction 3-5 times a week
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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