- Title I is a federally funded program that ensures all children have a fair, equal, and significant opportunity to obtain a high-quality education.
- It allows students who are experiencing reading difficulty to receive extra help and attention during the school day.
- Benchmark testing done throughout the school year is used to determine who qualifies for Title I services.
- Students participate in research based interventions determined by reading needs evident in the benchmark data.
Title 1 Staff: Ms. Hedrick, Miss Patty, & Ms. Devers
Why should students read independently?
It is essential that students spend time reading independently every day. They can read chapter books, picture books, comic books, graphic novels, newspapers, or websites. Research has shown a direct correlation between the amount of time students spend reading to achievement...the more they read, the better readers they become. Independent reading is shown to improve reading comprehension, build vocabulary, and improve reading fluency. To find out more, click here.
Choosing Appropriate Books
Students should choose books that are just right, not too easy or too hard. Open to any page and read it...hold up one finger for each unfamiliar word. At 4-5 unfamiliar words consider choosing a different book. Scholastic Book Wizard is a great website where you can search by grade, genre, title, author, level, etc. if you are looking for new books for your student. I am also happy to make recommendations based on observations and conversations I've had with your child.
|Parents & Guardians||Students|
|Oxford Owl - Browse for ebooks and resources by age level||Khan Academy - Practice for all subject areas, including Grammar|
|Reading Rockets - Resources for helping struggling readers||IXL - Skill practice for all subjects and grade levels|
|Read Write Think - Resources for helping students at home||Vocabulary Games - Vocabulary videos and games|
|Reading Partners - Live read alouds, skill videos, & resource library||Read Theory - Adaptive reading comprehension practice (*create account)|
~ Stop to check for understanding every few paragraphs or pages
~ Monitor comprehension...if you are confused, go back to reread
~ Think about what you already know about a topic or experience
~ Visualize or make a mind movie as you read
~ Ask questions to help you understand better.
~ Question the author & characters
~ Use text features (bold words, headings, photographs/pictures, captions, etc)
~ Analyze the author’s purpose (why did the author write it?...to persuade, to inform, or to entertain)
~ Look for text structure (cause & effect, compare & contrast, description, sequence, or problem & solution)
English is often thought be complicated and difficult to learn. It is based on 6 types of syllables and 4 syllable division patterns. Once they are learned, it unlocks everything you need to successfully decode. Every syllable has a vowel sound so students are taught to find the vowels (V) and divide the consonants (C) between them. The first step is to divide a multi-syllabic word into syllables and then look for the syllable types to determine the vowel sounds.
Syllable Division Patterns
|VC/CV||If you have 2 consonants between the 2 vowel sounds, divide the word between the vowels.||
~ sunset (divide between the n and s)
~ bathtub (divide between th and t)
|V/CV||If there is only one consonant between the vowels, the first syllable division rule to try is dividing up the word BEFORE the consonant.||~ robot (divide between o and b)|
|VC/V||If there is only one consonant between the vowels and the V/CV rule doesn't work, it gets tricky. Try dividing up the word AFTER the consonant. **||
~ comet (divide between m and e)
~ seven (divide between v and 2nd e)
|V/V||When there are 2 vowels next to each other that do NOT work as a team to make one sound, divide between the vowels.||~ diet (divide between i and e)|
**Students are taught to be flexible. If the first vowel sound doesn't sound right or form a familiar word, they are encouraged to try the other vowel sound.
Being able to recognize the type of syllable helps readers predict if a vowel sound will be long (the vowel's name) or short.
|Closed||Vowels are closed in by at least one consonant. This creates a short vowel sound.||
|Open||Vowels are open when there is no consonant behind it. This creates a long vowel sound.||
|Vowel Consonant-e||Adding a silent e after one consonant makes the vowel sound long.||
|R-Controlled||The syllable's vowel is followed by an R. The R controls the vowel (ar, er /ir /ur, or).||
|Vowel Team||Two vowels are next to each other. Together they make one sound.||
|Consonant-le||This syllable is found at the end of words. The -le follows a consonant and sounds like UL.||
Initially students learn the syllable type as a one syllable word (with the exception of consonant -le) and then transfer the skill to multi-syllabic words. Both real and nonsense words are used to ensure that students understand the syllable types and patterns instead of memorizing familiar words.
Example: LOCATE (V/CV)
Open syllable: lo
(vowel is not closed in so it is a long sound and the "o" says its name)
Vowel Consonant -e: cate
(an "e" is added after one consonant which makes the vowel sound long and the "a" says its name)