READING DEPARTMENT
READING INTERVENTION
READING RECOVERY
Reading Recovery
​Reading Recovery is a research-based, short term (20 week maximum), individualized program, exclusive to first grade. Reading Recovery was initially developed in New Zealand and has been in America for over 25 years. Great Neck has utilized the Reading Recovery intervention since the early 90’s. It is a balanced program that includes multiple components in each lesson.
Lesson Components:
1. Rereading (Fluency)
2. Running Record
3. Word Work
4. Writing
5. New Book
LEVELED LITERACY INTERVENTION
Leveled Literacy Intervention
Leveled Literacy Intervention (LLI) is a supplemental reading intervention program. It is a research-based reading intervention curriculum taught for students in grades K through 5. The intervention was designed for students that need extra support to become proficient, grade-level readers. LLI provides 30 minutes of instruction in a small group setting. This reading instruction is in addition to the core reading/language arts program. The lessons provide explicit, direct instructions and are designed to support fluency, reading instructional level books, working with words, and writing.
Lesson Components:
1. Rereading/Running Record
2. Word Work
3. Writing
4. New Book
WILSON READING SYSTEM
Leveled Literacy Intervention
Leveled Literacy Intervention (LLI) is a supplemental reading intervention program. It is a research-based reading intervention curriculum taught for students in grades K through 5. The intervention was designed for students that need extra support to become proficient, grade-level readers. LLI provides 30 minutes of instruction in a small group setting. This reading instruction is in addition to the core reading/language arts program. The lessons provide explicit, direct instructions and are designed to support fluency, reading instructional level books, working with words, and writing.
Lesson Components:
1. Rereading/Running Record
2. Word Work
3. Writing
4. New Book
READING RESOURCES
PARENT TIPS
PARENT TIP WEBSITES
Tips for Creating a Literacy Rich Environment: PreK - K
Tips for Creating a Literacy-Rich Home Environment: PreK - K
How to Help Build Your Child's Vocabulary
When Your Child Doesn't Like Reading (With Extra Ideas to Engage Boy Readers)
READING AND WRITING WORKSHOP
Advancing Literacy: Teachers College
The mission of the Teachers College Reading and Writing Project is to help young people become avid and skilled readers, writers, and inquirers. We accomplish this goal through research, curriculum development, and through working shoulder-to-shoulder with students, teachers, and school leaders. The organization has developed state-of-the-art tools and methods for teaching reading and writing, for using performance assessments and learning progressions to accelerate progress, and for literacy-rich content-area instruction. Thousands of teachers regard the Teachers College Reading and Writing Project as a continual source of professional renewal and education. Well over 170,000 teachers have attended our week-long institutes, and over 4,000 participants return each year to annual Saturday Reunions.
READING WORKSHOP
READING WORKSHOP
Reading workshop is a teaching model that supports children as they grow into independent, strategic, reflective, critical readers of books and the world around them. Over the course of the year, readers engage in several in-depth author and genre studies, and gradually deepen their ability to predict, envision, infer, monitor for sense, word-solve, respond personally, interpret, synthesize, determine importance, read critically, and make connections.
Reading Workshop opens with a mini-lesson, during which time the teacher gather readers onto the carpet to teach a new reading strategy, modeling how to use this strategy with a classroom touchstone text. Readers try-out this new learning right away, by engaging in accountable dialogue with their partner (turn and talks) or stopping to jot, sketch or act out the strategy. Tucking this skill into their reading toolboxes, readers spend most of the remaining workshop time doing just that -- reading.
As we peer into our reading workshop classrooms, we notice children pulling “just right books” (books that match readers’ independent reading level) out of their baggies, reading independently or back-to-back with their reading partners, tracking their thinking on post-its, meeting in groups to share and grow new thinking about books, and/or conferring with the teacher about something specific to the reader’s reading life. Reading Workshop typically wraps up with a teaching share, during which time readers discuss their reading process. Readers keep careful records of their home and school reading in logs and/or notebooks, reflecting on how their habits and thinking grow and change across the year.
WRITING WORKSHOP
Writing Workshop
During Writing Workshop, teachers support children as they embark on their trajectory of becoming independent, passionate, life-long writers. Writers learn to be evermore mindful & skilled at the qualities of writing, namely: infusing their writing with meaning/significance, structure, craft, elaboration, and conventions. Teachers create mini-lessons based on class writing needs, conduct individual and small group conferences with writers, and build children’s capacities to conduct their own powerful peer conferences.
Above all, we believe that children become strong writers by being immersed in the world of writing, walking in the shoes of writers and, of course, by doing their own authentic writing! In our Writing Workshop classrooms, writers are steeped in storytelling and learn to “Live the Writer-ly Life,” often going for Writer’s Walks & maintaining Writers Notebooks &/or folders in which they collect stories, ideas, beautiful language word lists, advice from professional authors, inspirations, reflections. Over the course of the year, writers (individually and/or as a class) engage in the study of a mentor author. During this unit, they read and reread this author’s books, noting what writing moves the author uses. Then, students try out some of these writing moves in their own stories, thus expanding their writing repertoire.
The Writing Process
Writers learn about the nuances of writing well across several genres and take their writing through the writing process, which includes: collecting ideas, drafting, revision, editing and publishing. Revision is likened to “radical surgery,” as it is during this stage of the writing process that writers pull apart their drafts, often cutting and pasting to add details, re-imagining beginnings and endings, adding/deleting whole scenes. A messy process indeed! Not surprisingly, it is the stage that many young writers grow the most! At the closing of each unit, writers publish their best work from the genre and celebrate their growth.
Writing Development
Our youngest writers craft their stories through a series of pictures, which show how their stories unfold. To young writers, these pictures are place-holders or representations which help them tell the stories of their lives. As our writers develop, they incorporate labels, dialogue bubbles, captions and sentences in their writing. Over time, picture boxes shrink to make way for the ever-increasing volume of carefully crafted writing of the older writer.
Welcome to the Reading Department
Literacy Coordinator
S.I.R. STAFF
(Specialized Instruction in Reading)
Paige Heller-Lenga - Reading Recovery & SIR
Jill Mazur - Reading Recovery & SIR