Welcome to Multi-sensory phonemic awareness literacy support.
The multi-sensory literacy program is called "Just Words," and it is by Wilson. This program is structured to be a systematic approach to learning sound-symbol correspondences and spellings. We will begin with an assessment of sounds and symbols and progress through dividing words into syllables, identifying and reading syllable types, and decoding vocabulary by learning prefixes, suffixes, and roots. We will learn the rules that dictate spelling, and the spelling situations that are the exceptions. We will continuously review what we have studied through reading and spelling and writing. The lessons and procedures are designed for repetitious practice. They build upon learned concepts and extend to new material. We then apply the cumulative learning to reading experiences. To help in these endeavors, the students will use all learning pathways-- eyes, ears, hands, and voice. Students will be periodically assessed in their abilities to read and spell sounds, to anallyze words, write sentences from dictation, and read sentences with effective phrasing for smoothness and fluency.
Literacy Support is a targeted and individualized reading intervention class. Students will focus on comprehension and communication of thoughts. Students will read literature, "quick reads," and informational texts. Students' reading will be assessed for fluency and comprehension. The curriculum will include comprehension strategies, such as recalling details, identifying main ideas, making inferences, and analyzing the author's syle for understanding the author's message. The program will monitor and assess growth, with benchmark assessments and grade-level reading assessments. As with any reading study, it is recommended that students read as often as possible, with family and one-on-one discussions of narratives and informational texts.
Homework Instructions: Weekly phoneme, digraphs, trigraphs, and morphemes should be practiced by the student by reading aloud a favorite text with someone, such as an older sibling, parent (s), grandparent (s), or guardian (s). The listener should ask their reader to relook at miscues and focus on the sounds of the vowels in the syllables, and blend the syllables' sounds together. If a student is having a difficult time achieving an 80% on any benchmark, words/sentences may be sent home for a more focused practice over the weekend. If this situation is necessary, there will be an email sent, as a heads-up to the parents. From time to time, other homework assignments will be given, such as completing a study guide and preparing for a quiz, or completing the reading or rereading of text in a novel. For these assignments, there will also be an email sent home to alert parents of the student's responsibilities.
I look forward to having your imput on your child's individual strengths and areas for growth, as the year unfolds. Please do not hesitate to contact me through e-mail (firstname.lastname@example.org), with any thoughts you have. Growth in reading and comprehension is obtainable. It will require work and perseverence. I am here to support your child, as she/he evolves into a competent reader. I welcome you as a partner in that process. Best wishes for a good year!
literacy support teacher
room 114c, CTMS