Elementary Reading Curriculum K-5

Rationale:  Our ultimate goal is to create fluent readers with a love of reading. The philosophy of the five “pillars” of research-based reading instruction; phonological awareness, phonics, fluency, vocabulary and comprehension should be evident in all instructional materials. The materials should provide reading skills and strategies to create competent and discerning readers in both fiction and non-fiction writing. A strong writing component (with grammar included) and spelling/vocabulary study is included in an integrated system of learning. Teacher strategies for classroom differentiation is be embedded in the teacher materials, reaching both above and below the typical range.

  • The program philosophically matches Penn-Harris-Madison’s determined needs and teaching methods.
  •  It meets or exceeds Indiana’s Academic Standards for Language Arts 2006.
  • The program is based on research of best practices as well as the research of the National Reading Panel.
  • It includes direct, explicit instruction in phonemic awareness and phonics.
  • It can be used with our existing writing curriculum of the Six Plus One Writing Traits.
  • The program spirals from kindergarten through sixth grade.
  • The program has differentiated curriculum and the expectation of small group instruction embedded at all grade levels. Leveled readers are part of the program.
  • The program includes many assessment options in the ISTEP+ format.
  • Resources include stand-alone intervention tools for special education, ENL, and summer school use.

 

Expectations:

  • All children will read at or above grade level by the end of third grade.
  • Reading will be given priority in time and instruction over all other subject areas in grades kindergarten through third grade.
  • Every teacher will implement the Treasures reading program, published by Macmillan McGraw-Hill, © 2008, in their classroom. Whole group and small group reading instruction is expected. 
  • The embedded spelling of Treasures will be used as part of the integrated program, with Sitton Spelling as supplementary.
  • Teachers will use the 6+1 Writing Traits and the school generated “writing calendar” in their instruction supplemental to what is provided by Treasures.
  • Differentiated novel studies that have been aligned to DesCartes RIT ranges, Lexile levels, Indiana Academic Standards, and approved for use by the Learning Division can be used as supplemental to the Treasures program.
  • Treasures assessment end of unit data will be collected for pacing and achievement data disagregation.