joy of reading must be shared with all students. Diagnostic reading assessment is required to identify reading areas that need to be supported as well as determine the reading interventions and instructional strategies to be applied. will use strategies and structures that are based on informative assessment and best instructional practices, research, and innovative thinking. Reading groups and centers should be established to enhance instruction. Curricula: K 1 2 Core: Reading Street, Scott Foresman Supplementary: Headsprout(software) Core: Reading Street, Scott Foresman Supplementary: Accelerated Reading (software) Headsprout(software) My Sidewalks, Scott Foresman Kids College (software) Core: Reading Street, Scott Foresman Supplementary: Accelerated Reading (software) My Sidewalks, Scott Foresman Kids College (software Elementary (3-5) Students at this level are beginning to move from learning to read to reading to learn. Generally their reading skills require practice for increased fluency, vocabulary development, and comprehension building. Some students may still require instruction in word attack and phonics skills, and the core program must include instruction to build vocabulary and comprehension proficiency. A substantial amount of time must be spent reading to increase fluency levels. Motivation levels must be addressed and a joy of reading must be shared with all students. Individual schools will develop an awards program for the Accelerated Reading program. Additional software programs include A+LS and Kids College. Curricula: 3 4 5 Core: Reading Street, Scott Foresman Supplementary: A+LS (software) Accelerated Reader (software) Kids College (software) Middle School Level (6-8): Most students at this level are now focused on reading to learn. Middle level students now should have fluency levels that allow them to keep up with required class reading across different content areas. They have also developed a strong set of skills for developing new vocabulary and understanding what they have read. Some students will require specific vocabulary and comprehension instruction as they begin to acquire knowledge
Professional Development Book Resources Elementary Middle High Reading Strategies for Content Areas by: Sue Beers Reading Strategies for Content Areas by: Sue Beers Reading Strategies for Content Areas by: Sue Beers The Yellow Brick Road by Janet Allen The Yellow Brick Road by Janet Allen The Yellow Road by Janet Allen Words, Words, Words by Janet Allen Words, Words, Words by Janet Allen Words, Words by Janet Allen Bringing Words To Life by: Isabel L. Beck Bringing Words To Life by: Isabel L. Beck Bringing Words To Life by: Isabel L. Beck Differentiation Through Learning Styles and Memory by: Marilee Sprenger Differentiation Through Learning Styles and Memory by: Marilee Sprenger Differentiation Through Learning Styles and Memory by: Marilee Sprenger How To Teach Reading When You’re Not a Reading Teacher by: Dr. Sharon H. Faber How To Teach Reading When You’re Not a Reading Teacher by: Dr. Sharon H. Faber How To Teach Reading When You’re Not a Reading Teacher by: Dr. Sharon H. Faber What Successful Literacy Teachers Do by: Neal A. Glascow and Thomas S. C. Farrell Differentiated Instruction – a For Middle and High School Teachers by: Amy Benjamin Differentiated Instruction – a Guide For Middle and High School Teachers by: Amy Benjamin Making The Most of Small Groups – Differences for All by: Debbie Diller Differentiated Assessment – For Middle and High School Classrooms by: Deborah Blaz Differentiated Assessment – For Middle and High School Classrooms by: Deborah Blaz But I’m Not A Reading Teacher: Strategies for Literacy Instruction in the Content Areas by: Amy Benjamin But I’m Not A Reading Teacher: Strategies for Literacy Instruction in the Content by: Amy Benjamin Best Practices for Teaching Reading by: Randi Stone Best Practices for Teaching Reading by: Randi Stone Inside Words by: Janet Allen Inside Words by: Janet Allen What Successful Literacy Teachers Do by: Neal A. Glascow and Thomas S. C. Farrell
Richland Parish Summer Reading List Elementary 1-5 Students should choose one of the books and read for his/her designated grade level before school starts in the fall and complete one activity to demonstrate comprehension. Entering 1st Grade in the fall One Fish, Two Fish, Red Fish, Blue Fish by Dr. Goodnight Moon by Margaret Wise Brown Corduroy by Don Freeman Entering 2nd Grade Amelia Bedelia by Peggy Parish Mike Mulligan and His Shovel by Virginia Lee Burton Leo the Late Bloomer by Robert Kraus Entering 3rd Grade Junie B. Jones and The Stupid Smelly Bus by Barbara Park Freckle Juice by Judy Blume Sylvestor and the Magic Pebble by William Steig Entering 4th Grade Beezus and Ramona by Beverly Cleary Crow Boy by Taro Yashima Harry the Dirty Dog by Gene Zion Entering 5th Grade Number the by Lois Lowery The Matchlock Gun by Walter Edmonds Harriet the Spy by Louise Fitzhugh The Secret Life of Hartzel by Susan Rowan Masters Mississippi Bridge by Mildred Taylor Choose one of the following activities to complete: 1. Design a poster about a scene in your book. Create a new book jacket design. Write a poem about the plot or main character in the story. Write a letter to the character. Write a letter to the author. Create a model of a scene using shoe box or diorama. Create a news report describing events in the story. Research and about the setting of the story. Richland Parish