Literacy

Reading Recovery

What: Reading Recovery is a highly effective short-term intervention of one-to-one tutoring for vulnerable grade ones.

Who: Reading Recovery serves the lowest-achieving grade ones — the students who are having difficulty catching on to the complex set of concepts that make reading and writing possible.

How: Individual students receive a half-hour lesson each school day for 12 to 20 weeks with a specially trained Reading Recovery teacher. As soon as students can meet grade-level expectations and demonstrate that they can continue to work independently in the classroom, their lessons are discontinued, and new students begin individual instruction.

More information is available from Reading Recovery Canada.

Supporting Early Literacy

GOAL: To enhance children's reading and writing strategies and to foster confidence and joy of reading.

Supporting Early Literacy is a program available to all Grade One teachers to provide individual support to a student who they see facing challenges learning to read.

The classroom teacher works individually with a selected child for two thirty minute sessions from January to June. This is in addition to daily literacy instruction.

The Supporting Early Literacy program is based on early intervention principles:
(Allington, Marie Clay, Vellentino and Fletcher 2005)
Intervention is most effective when:
Intervention takes place early
The focus is on comprehension of connected text - not isolated skiils
Children spend time reading
Children have books they can read
Reading and writing is connected
Intervention is congruent with classroom practice

Success may come in different ways and different rates for every child, but success will come.

I feel so full of reading and I'm so excited and interested. Grade 1 Student

Target Reading

Goal: To enhance students' reading and writing strategies and to foster confidence and joy of reading.

Target Reading is a highly effective short-term intervention (18 weeks) for small groups of students in grade 6 who are experiencing challenges with reading and who are not receiving other support. Students participate in small group instruction designed to develop comprehension strategies for reading fiction and non-fiction text.

The Target Reading program is based on guiding principles for middle years intervention:

  • Reading instruction focuses on comprehension of connected text, not isolated skills.
  • Students spend time reading books they can read and books of interest to them.
  • Instruction is strategic with the goal of being self sustaining.
  • Reading and writing and talking are interrelated and are taught in an integrated fashion.
  • Struggling readers need more time reading.
  • Reading instruction occurs in all content areas.
My reading improved because of the class discussions.Student
I have become more confident in my other classes.Student

Changing Results for Young Readers

Changing Results for Young Readers is a BC Ministry of Education province wide designed to give every child the opportunity to learn to read.

In Saanich School District teams of educators from Lochside, Brentwood and Sidney school are engaged in collaborative inquiry into what builds reading success. This approach draws on current research, builds on existing strengths, and provides support for learning and teaching within the context of the classroom. While there is a whole class focus, there is also a case study component with an individual child focus. Individual learning stories are well documented and shared provincially elevating the conversation about quality classroom instruction and building a network.

Successful early reading is more than just a matter of teaching children how to read but also of building a culture that fosters and supports strong literacy skills. We want children to experience the joy of reading.

Reading Mentors

In Saanich School District every elementary school has a Reading Mentor. Reading Mentors collaborate with kindergarten to grade three teachers to strengthen teaching and learning in reading. Reading mentors and classroom teachers bring their collective knowledge of effective reading practice to co-think, co-plan, reframe challenges, reflect on practice and promote student learning. This model of teaching and learning promotes a sense of collective responsibility for students.

Community Connections

Contact


District Secretary, Carolynn Ablitt
cablitt@sd63.bc.ca
Phone: (250) 652-7368
Fax: (250) 652-7361