Based on them, students may be assigned to tutoring, be taught with alternative strategies in the regular classroom, or be placed in a different reading group. During the daily 90-minute reading periods, students are regrouped across age lines so that each class has groups reading at the same level. This eliminates the need for reading groups within classes. The use of tutors as teachers during reading periods allows for smaller class sizes. In kindergarten and first grade, Success for All classes use phonetically regular storybooks, and they work on phonetic awareness, auditory discrimination, and sound blending as well as meaning, context, and self-monitoring strategies.
Students read to each other in pairs.
From second through fifth grade, students use whatever reading materials the school provides in a structured set of interactive opportunities to read, discuss, and write. They do partner reading, identify characters, settings, and problem solutions in narratives, summarize stories, write, and get direct instruction in comprehension skills. At all levels, children choose books for themselves to read for 20 minutes each evening as homework, with classroom libraries available for this purpose. The various elements of the Success for All program are coordinated for a given site by a facilitator, a member of the site's staff who oversees the program's operation. Teachers cooperate through staff support teams.