Research-based Literacy Instruction PreK-6th Grade: Provide systematic and explicit preventative programs.

      Increase reading achievement among our children with learning differences including special education, bilingual and dyslexic students.

Reading Curriculum Components

Allen ISD supports a balanced approach to language arts curriculum. Research based programs provide the structure for the AISD language arts curriculum. 

Literacy learning is an interactive process involving phonology,  word study, fluency, comprehension and written expression:

Phonology and Decoding Instruction

• Phonemic awareness:  Children learn how to divide spoken words into individual sounds   and to blend spoken sounds into words. 
• Decoding strategies:  Children learn blending and other decoding strategies that permit them to sound out new words and identify them quickly.

Word Study

• Alphabetic Knowledge:  Children learn to recognize, name and write letters
• Alphabetic Principle:  Children learn that sounds can be represented by letters and to recognize the most useful sound-letter relationships
• Spelling: Children use their knowledge of letter-sound patterns and the sounds they represent to spell.  Because knowledge of letter-sound patterns contributes to reading success, spelling instruction is coordinated with the program of reading instruction.
• Manageable, decodable text:  Children use decoding strategies to read words, sentences and stories that contain the sound-letter relationships they are learning, as well as some “sight” words.

Fluency

• Reading Strategies:  Children should have easy access to an array of story books and other reading materials that they can read on their own and with others.  Since fluent reading is essential to comprehension, students should practice both oral and silent reading daily. Strategies include:
  • Reading Aloud: The teacher reads to students for enjoyment.
  • Shared Reading: The student sees the text, observes an expert reading with fluency and expression and is invited to read along.
  • Guided Reading: The teacher introduces text and leads the student to use reading and thinking strategies.
  • Independent Reading: The student self-selects text at the independent level to develop love of reading and fluency.

   

• Instructional Reading Level:  Teachers should have access to this score which identifies text levels that a student is able to read with a small degree of assistance.
• Independent Reading Level: Teachers should have access to this score which identifies text levels that a student is able to read with minimal assistance.
• Fluency Rate: Teachers should track the rate that the student reads text.
• Prosody:  Children read text with feeling and understanding.

Comprehension

• Vocabulary Acquisition:  The meanings of unfamiliar words are taught and discussed.  Students also acquire word meanings through wide reading.
• Comprehension and understanding:  Students discuss the meanings of everything they read – words, sentences and stories  -- with each other and with their teachers and their tutors.  They learn comprehension strategies as they learn to read more complex books and other texts.
• Language Activities:  Children expand their speaking and listening skills, their background and vocabulary knowledge in formal and informal activities as they engage in story time discussion and  wide reading.

Written Expression

• Process Writing: Children receive practice and/or instruction in the various stages of the writing process.  All stages of the process are modeled and opportunities to share are encouraged.  Assessment emphasizes content, mechanics and grammar.
• Writing for a Purpose:  Children should be provided opportunities to write for a variety of purposes, audiences and in many different formats. 
• Language Activities:  Children should be provided a non-threatening atmosphere that allows for risk-taking as they engage in journal keeping and purposeful writing activities.

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