In my reading support group, we practice reading each row rapidly and repeatedly, pointing under each word. Students should become automatic at reading and spelling these chunks: short vowel rimes. Teach tapping out and blending 3 sounds to form consonant-short vowel-consonant words or CVC words, such as bat, bit, tub, pet, pot. My Wilson Fundationspage will give you even more information! Check out phonics by grade level.ģ. Also, follow the Wilson Fundations Scope & Sequence for kindergarten. Print and follow this! If children cannot hear and manipulate sounds in their heads, they won’t be able to read!Ģ. Master phonological and phonemic awareness. Grades 2 and up should retell, state the author’s lesson, and describe the most important event and why.ġ. Grades K and 1 should retell the story, make a connection to their life or another book, and tell their favorite part and why. The child must also demonstrate comprehension.No more than 10 errors per 100 words, including words you had to tell your child, are acceptable.All children must have phonemic awareness and know letter names and sounds before learning to read.Types of Assessments, Goal Writing, Accommodations.Close Reading / Complex Texts / Test Taking.Best Practices for Comprehension, Decoding, & Fluency.Reading Comprehension & Interactive Learning Games.These two sites continue to evolve and serve as learning laboratories for school districts, educators, policymakers, parents and families, and communities working to strengthen early learning and set them on the path to third grade success. Healthy physical, social, emotional, and cognitive development in the earliest years greatly impacts children’s ability to learn and become proficient readers. Parents are a child’s first teachers, and this role begins at birth. Summer learning: ensuring children do not lose ground during the summer monthsĪlong the way, communities are engaging parents and families because research shows students are most successful when their parents are involved and engaged in their learning. School attendance: ensuring children in preschool and K-3 miss fewer days of school School readiness: ensuring more children arrive at kindergarten prepared to learn These communities are mobilizing to remove barriers, expand opportunities, and assist parents to serve as partners in their children’s success.Ĭampaign for Grade-Level Reading communities are improving third-grade reading outcomes by working in three focus areas: It provides technical assistance to engaged communities of diverse partners that are taking up third-grade reading as an outcome. The Campaign is based on the belief that community partnerships are key to tackling the problem. Foundations, nonprofits, business leaders, government agencies and communities across the nation are participating to ensure more children in low-income families are reading proficiently by the end of third grade, greatly increasing their chances of success in school and life. The Campaign for Grade-Level Reading is a national collaborative effort driven by this research. Among low-income students, 37 percent miss this critical milestone. Yet in Oregon 28 percent of third graders fail to meet this benchmark. Students who are not reading proficiently by the end of third grade are four times more likely not to graduate from high school than proficient readers. This is because reading proficiency enables students to shift from learning to read to reading to learn as they encounter more complex curriculum in fourth grade and beyond. Research shows that reading proficiency at the end of third grade is the most important predictor of school success and high school graduation.
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