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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.

Kindergarten Story Group

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.

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.

Language Arts Support

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

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

JUMP

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

READS

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.

ESL

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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