• District Programs (Elementary)

     

     Mentor Texts from Being A Writer The Being a Writer program is a year-long writing curriculum for our grade K-6 students. The program is designed around the workshop model, immersing students in mentor texts of multiple genres and authors to support the teaching and craft of writing.


     
    • Book Rooms to Support Guided Reading, Shared Reading, Readers Theater

     

    Bookrooms for guided reading
    Our K-6 bookrooms are leveled libraries of books for teachers to select guided reading materials to match a child’s instructional reading level. This allows the teacher to meet the differentiated needs of all learners in small or individual groups.
     
       
     
    • Reading A-Z (K-6)  Online leveled reading materials 
    • Great Source "The Day Book" (Grs. 5-6)
    • Fundations (K-2) Phonics, Spelling, and Handwriting

     

    Fundations Information for Parents
    Wilson Fundations is utilized in our core language arts program in grades K-2.  It is a phonological/phonemic awareness, phonics and spelling program.All K-2 classrooms have the Second Edition of Fundations which was published in the summer of 2012. The Second Edition includes significant updates to thoroughly and specifically address the Common Core State Standards. It provides specific, measurable learning objectives which are aligned to CCSS.  Wilson Fundations web site 
     
      
    The National Reading Panal: (2000) identified five core components
     
    Phonemic Awareness: The ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of speech sounds (Yopp, 1992). Print is not involved. For example, asking your child: What sound do you hear at the beginning of the word cat? or Tell me a word that rhymes with tree?
     
    Phonics: The basic concept that letters represent segments of speech. Students are taught letter names, the relationships between letters and sounds, an understanding that these relationships are systematic and predictable, and the use of these relationships to read and write words.

    Fluency: The ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to decoding, thereby allowing the reader to focus attention on the meaning and message of the text. Text is read with appropriate intonation and expression that sounds very much like conversational speech.

    Vocabulary: Vocabulary development involves word knowledge, word instruction, word learning strategies and usage.

    Comprehension: The process of constructing meaning from written text. It includes such skills as: activating prior knowledge, literal understanding of what is read, sequencing, summarizing, making inferences, predicting, and making connections between new and unknown information.