How We Teach Reading at Foothills Academy

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How We Teach Reading

Language is the lifeblood of civilization. Foothills Academy’s Language Program reflects the belief that the ability to communicate through language allows young people to assume vital places in a civilized world. It enables them to express their own minds and hearts and allows them to connect with the people and the world around them. As part of the school’s goal of learning for life, the language program seeks to develop lifelong, discriminating readers; creative and proficient writers; articulate and passionate speakers; and critical, empathetic and open-minded listeners.
The Reading Process Reading is a complex form of symbolic learning. It is a process that involves spoken language, attention, motor ability, various kinds of memory, text organization, and mental imagery; a process in which the pronouncing of a word influences its perception, as do the meaning and structure of the sentence in which the word appears. In order to read, your child must acquire a number of basic cognitive and perceptual-linguistic skills:
the ability to focus attention, to concentrate and to follow directions the ability to understand and interpret spoken language in daily life auditory memory and sequencing visual memory and sequencing word-attack (decoding) skills structural-contextual analysis of language logical synthesis and interpretation of language vocabulary development and expansion fluency in scanning and reference skills
These skills are taught in all good developmental reading programs, but their complexity is not always understood. The reading process is perception (word recognition); comprehension and interpretation; and appreciation and application. Reading in its ongoing stages becomes an internalized process where phonetic analysis and synthesis are transformed into comprehension: the goal of learning to read.
Common Practices Kindergarten through Twelfth Grade: rich literature environment teacher read-aloud silent reading student reading to teacher independent reading/research shared reading: pairs/groups integration with other subjects storytelling reading from student’s writing
Specific Practices Used in the teaching of reading, K-4: word attack fluency comprehension Kindergarten uses: letter recognition letter sounds directionality: left to right, top to bottom spatial understanding: spaces between words word recognition: frequently used words phonemic awareness: rhyming, beginning and ending sounds, word families connections: repetitions, reminders, revisitations, restatements auditory/visual focus: listening, sitting, understanding directions reading own writing: making books, labeling, signs retelling: dramatizing, role playing, puppets, sequencing discussion: plot, illustrators, language rhythm: chanting, poems, rhymes, singing, drumming, marching
First grades uses all the Kindergarten practices, plus: gaining independence: trusting own abilities blending/segmentation: /C-A-T/, syllable beats word analysis skills: choosing between phonics, sight words, context word recognition: sight words oral-motor practice: noticing how the mouth makes sounds introduction of chapter books for Read-Aloud vowels: short, long
Second grade uses all the K-1 practices, plus: consonant blending, beginning and ending of words: /ch/, /st/ vowel blends: /ea/, /oi/, /ou/ blending segmentation of longer words: chap/ter word recognition: more advanced sight words reading for detail: main character, setting, problem solving introduction of independent reading or simple chapter books book projects dioramas, maps, illustrations reading with expression sounding emotions
Third and Fourth grades use all the K-2 practices, plus: reference guides: dictionary, thesaurus, encyclopedia elements of genre: identifying types of literature, e.g., mysteries, fairy tales, science fiction greater fluency and enjoyment of reading: recreational reading by choice, consistent independent reading smaller print and different fonts, longer text development of literary criticism techniques: well-written, appropriate vocabulary expansion: word study, i.e., synonyms, homonyms, antonyms
Intervention Learning to read is one of the most important accomplishments in a child’s life. Like everything else in life, not every child learns to read at a precise time. Reading is a process. The way that process unfolds has been the subject of this communication about reading. The significance of this learning process points to teachers paying close attention to how each child develops. We recognize the importance of working closely with parents to learn from the cues children give us. When the more typical pattern of reading appears delayed, intervention from a number of different sources may be required. During the last months of Second Grade, the faculty of Foothills Academy will confer with you about the need for additional support for your child if all other strategies have not been successful. Parents and teachers need to be alert, responsive and patient. Reading is an unfolding. Being overly zealous may harm this natural unfolding. We walk through this amazing process together. We have the goal of wanting our children to find great joy in reading and discover the pleasures of being lifelong readers. How parents can support their young reader: Read aloud and enjoy a good story together. Engage your child in extended and lively conversation. Let your child see you reading and talking about books and stories.