This grant would provide students with a variety of decodable books to reach every level. Three kits would be needed to help differentiate within the classroom, by providing sets of books to use during small group lessons. These texts are organized sequentially to build phonics skills and reading knowledge around concepts and engaging topics. Each unit correlates to social studies and science topics across five themes, including community, animals, jobs, and more.
Funding supports the purchase of decodable readers, accessible, information-rich books for emerging and developing readers. Each book in the collection is designed to cultivate a deep reading experience, enabling students to apply decoding skills while building knowledge. Studies have shown that explicit, systematic instruction in how letters represent sounds—phonics—is the most effective way to teach kids how to read words. Teaching students to rely on other clues, like pictures, takes their focus away from the letters. And restricting students to books deemed “at their level” can actually widen achievement gaps. -edweek.org The type of reading material we first give to students sets their ‘reading reflex’ — the habit of using knowledge of letter–sound relationships as the first strategy for reading unfamiliar words. Decodable readers that enable students to ‘sound out,’ rather than guess, unknown words develop this reflex and lead to more successful independent reading. Mesmer (2005) found that children were more likely to apply their phonics knowledge, read more accurately, and needed less assistance when reading decodable books. Demographics of our district (www.crosbyisd.org) shows 62.82 percent of students that are economically disadvantaged. Many socioeconomically disadvantaged pupils have limited access to books and materials in their own homes so it is important to improve things at school. The funding can be used to enable children to access highly engaging text, while exposing them to a variety of themes cross curricular.
Funding this project will help align with the district's mission: Problem Statement 2 (Prioritized): "Strategic Priority" District & Campus: (Building a Foundation in Reading and Math) Root Cause: Focus on targeted instructional teaching & interventions based upon individual and sub-group needs/gaps. The decodable readers will significantly contribute to establishing a robust foundation for addressing disparities among various student demographics. Each collection of readers will empower educators to customize their instructional approaches, which will be assessed through running records and comprehension evaluations. The reading groups will convene during dedicated small group reading instruction, comprising a maximum of six students per group, while reaching the entire class. These texts are meticulously aligned with the Science of Teaching Reading and are designed to enhance each student's understanding of phonics principles. According to www.benchmarkeducation.com, theoretical models have provided a visual for this process. The Simple View of Reading explained that reading comprehension is a product of decoding and language comprehension, while Hollis Scarborough’s Reading Rope points out how the two work together—with word recognition becoming increasingly automatic (fluent) as language comprehension becomes increasingly strategic. In viewing these models, it is critical to recognize that decoding without deep levels of language comprehension is insufficient to develop skilled reading. And deep levels of language comprehension without decoding will not result in skilled reading either. Readers need proficiency in both, thus these essential elements must be taught and developed as children learn this life-changing skill.
Funding supports the purchase of decodable readers, accessible, information-rich books for emerging and developing readers. Each book in the collection is designed to cultivate a deep reading experience, enabling students to apply decoding skills while building knowledge. Studies have shown that explicit, systematic instruction in how letters represent sounds—phonics—is the most effective way to teach kids how to read words. Teaching students to rely on other clues, like pictures, takes their focus away from the letters. And restricting students to books deemed “at their level” can actually widen achievement gaps. -edweek.org The type of reading material we first give to students sets their ‘reading reflex’ — the habit of using knowledge of letter–sound relationships as the first strategy for reading unfamiliar words. Decodable readers that enable students to ‘sound out,’ rather than guess, unknown words develop this reflex and lead to more successful independent reading. Mesmer (2005) found that children were more likely to apply their phonics knowledge, read more accurately, and needed less assistance when reading decodable books. Demographics of our district (www.crosbyisd.org) shows 62.82 percent of students that are economically disadvantaged. Many socioeconomically disadvantaged pupils have limited access to books and materials in their own homes so it is important to improve things at school. The funding can be used to enable children to access highly engaging text, while exposing them to a variety of themes cross curricular.
Funding this project will help align with the district's mission: Problem Statement 2 (Prioritized): "Strategic Priority" District & Campus: (Building a Foundation in Reading and Math) Root Cause: Focus on targeted instructional teaching & interventions based upon individual and sub-group needs/gaps. The decodable readers will significantly contribute to establishing a robust foundation for addressing disparities among various student demographics. Each collection of readers will empower educators to customize their instructional approaches, which will be assessed through running records and comprehension evaluations. The reading groups will convene during dedicated small group reading instruction, comprising a maximum of six students per group, while reaching the entire class. These texts are meticulously aligned with the Science of Teaching Reading and are designed to enhance each student's understanding of phonics principles. According to www.benchmarkeducation.com, theoretical models have provided a visual for this process. The Simple View of Reading explained that reading comprehension is a product of decoding and language comprehension, while Hollis Scarborough’s Reading Rope points out how the two work together—with word recognition becoming increasingly automatic (fluent) as language comprehension becomes increasingly strategic. In viewing these models, it is critical to recognize that decoding without deep levels of language comprehension is insufficient to develop skilled reading. And deep levels of language comprehension without decoding will not result in skilled reading either. Readers need proficiency in both, thus these essential elements must be taught and developed as children learn this life-changing skill.
$855
Value:
priceless