Reading Night 2016-2017Benson and Franzen’s Title One Reading ProgramDENISE REILLY – FRANZEN INTERMEDIATE SCHOOL

AND

ELIZABETH CROSS – BENSON PRIMARY SCHOOL

READING SPECIALISTS

Help!!!By: Phyllis Halloran

I’m trying hard to learn to read

But what’s a kid to do

When there’s a NO and a GO and a SO and a HO

And then there’s a word like TO?

Reading BONE and CONE and LONE and TONE

Can almost be kind of fun,

But I get upset when I have to believe

That D-O-N-E spells DONE!

It’s plain to see a did like me

Sure needs a helping hand.

No matter how much I really try

I just don’t understand.

I’m trying hard to learn to read.

Somehow that’s what I’ll do,

But for now if you’ll just read to me

Someday I’ll read to you.

Done

Reading Program DescriptionThe Title One Reading Program provides

small group reading instruction 2-3 times per week, for 30 minutes each.

The emphasis is on teaching reading strategies to improve reading comprehension, fluency and rate, and phonetic & decoding skills through the use of leveled books.

Itasca School District Parent CompactElmer H. Franzen Intermediate School and Raymond Benson Primary School2016-2017

As you may know, after an unprecedented three-year period of debate and consideration, Congress has reauthorized the Elementary and Secondary Act (ESEA). Signed into law by President Bush in January 2002, the No Child Left Behind Act of 2001will bring many significant changes to schools nationwide. In that Benson Primary School and Franzen Intermediate School are Title I schools, we are required to follow all specifications of the law.

The schools accept whole heartily its responsibility to provide high quality curriculum and instruction in a supportive and effective learning environment that enables the students to meet the State of Illinois academic standards.

Benson Primary School and Franzen Intermediate School:*Monitor school attendance

*Provide a high quality standard based curriculum

*Maintain effective and supportive classroom learning environments, which nurture the child’s self-esteem.

Guardians’ Responsibilities:

*Send children to school on a regular basis*Monitor homework completion

*Monitor the amount of television watched*Volunteer when possible in the child’s classroom

*Stay abreast of the activities of the school district via the school’s newsletter and other district publications.

Mutual and frequent communication is the key to the child’s success and promotes a strong home school connection. As a result of this belief, Benson Primary School and Franzen Intermediate School provides:

*One opportunity for formal Parent-Teacher Conferences*Three detailed written documentations on the report card

*School newsletters with classroom and/or subject information

*Access to e-mail and voicemail at all times*Parent visitation week.

Criteria for Admission to Reading Improvement

u Performance on informal reading inventory – QRI-IV

u Spring/Fall AIMS Web test results and intervention recommendations

u Standardized Test Results from Spring

u Teacher recommendation

Reading Program Components

u Reading a new text/book: DRA Levelsu Rereading a Text ( fluency and rate )u Learning and Utilizing Comprehension Strategies

Main Idea – Authors’ MessageRetelling – Beginning, Middle, End

Connections – Text to self, Text to Text & Text to worldVisualizing – Imagery

Making PredictionsInferring

Questioning-Accessing Prior Knowledge

u Writing ActivitiesCharacterization

Story Maps and Written ResponsesSummaries – Beginning, Middle, End

Reading Components Cont.u Building Sight Word Vocabulary

u Learning Phonics Patterns/Rules Identifying Spelling Patterns

Identifying Syllables

Rhyming Words

Repeat Phonic Rules – “2 vowels go walking…” Secret Stories

u Learning how to use context clues to identify unknown words.

u Read Naturally – computer program to build fluency

u Building Confidence & Enjoyment of Reading

u Reading Homework (School-Home connection)

Common Core Literature http://www.corestandards.org/what-parents-should-know/Grade Two Reading

• Students retell stories and determine the central message, lesson, or moral.

• Students acknowledge differences in the points of view of characters, including speaking in a different voice for each character when reading dialogue aloud. u

Grade Three Reading

• Students recount stories and determine the central message, lesson, or moral, explaining how it is developed in the text.

• Students distinguish their own point of view from that of the narrator or those of the characters.

Common Core Informational Text

Grade Two Reading • Students ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. • Students explain how specific images or illustrations (such as a diagram of how a machine works) are useful. Grade Three Reading • Students ask and answer questions about what they read by referring directly to parts of the text. • Students use information gained from images or illustrations.

Common Core Writing

Grade Two Writing• Students introduce a topic and use facts and definitions to develop their points.• Students provide a concluding statement or section. Grade Three Writing • Students introduce a topic and use facts, definitions, and details to develop points.• Students provide a concluding statement or section.• Students group related information together. • Students use linking words and phrases to connect ideas, such as: also, another, and but.

Questions/Comments

**Title One Reading is a federally funded program.