91èÏÈÉú

From the desk of Sandra Fritcher, Lower School Principal:

The 91èÏÈÉú Lower School believes that reading is foundational to learning.  It is a skill that is very necessary, and all of our teachers strive to create life-long readers.  We believe that reading is an interactive process that occurs when a person engages with the text.  Helping a child transition from being a non-reader to one who can read at grade level or higher is the goal of the reading program at the Lower School. But, how do we really do that?

Pre-Kindergarten-Second Grade Reading

The 91èÏÈÉú Pre-K through second grade reading curriculum takes a balanced literacy approach to teach students to read for enjoyment and/or to acquire knowledge.  Learning to read accurately, fluidly, and with good comprehension is critical for school success as well as a child’s well-being.  In order to accomplish these, the Lower School reading instruction encompasses coordination, planning, and preparation.  The Pre-K teachers work on letters,  letter sounds, and basic sight words.  Kindergarten, first, and second grade teachers then continue with an orderly progression of instruction that includes using scientifically based methods.  Strong and systematic instruction combines Orten Gillingham’s phonetic lessons with sight words, word attack strategies, comprehension strategies, and writing skills.  Methods used by teachers include whole class, small group, and individual reading instruction, as well as spelling tests and story analysis.  Materials used range from guided reading books, controlled vocabulary books, and small novel studies to research information using technology.

Third-Fifth Grade Reading

The 91èÏÈÉú third through fifth grade reading program also takes a balanced literacy approach to prepare students for middle school.   Students have been learning to read in PK-2^nd, and now students will transition into using reading to learn.  Reading skills for third-fifth grade concentration include main idea, details, compare/contrast, cause/effect, sequencing, summarization, content-area reading skills, vocabulary, fiction/nonfiction genres and using technology for content and research purposes.

Third grade starts with guided reading to solidify each student’s phonemic approach and comprehension.  Third grade then moves into novel studies, combined with the Literacy by Design curriculum.  Integration with technology is implemented as well.

Fourth grade starts with novel studies and the Literacy by Design novels to further teach skills and comprehension.  Fourth grade also integrates reading with the Texas history curriculum, and a new reading skill is taught as a part of every history unit.  Third and fourth grade both utilize teacher directed read-aloud books to model reading, as well as to reinforce listening skills and comprehension. Using technology for content and research is continued in fourth and fifth grades.

Fifth grade’s reading program first starts with a summer reading assignment. Fifth grade then uses mandated novels and the Literacy by Design curriculum during the year to teach skills and comprehension.  Fifth grade stresses vocabulary, spelling rules and independent information gathering techniques.  Finally, fifth grade utilizes their U.S. history curriculum for expository reading, comprehension, and higher level reading skills.

By the time our fifth graders move to the middle school, we want them to be equipped for any instruction they might encounter.  We also want them to enjoy reading, not only for information but also for pleasure.  Reading will be very important to their success, not just in school but also in life.

Reading instruction at the Lower School is very important, and we take the responsibility of teaching our students to read very seriously.