Reading Overview

Teachers in Indian Prairie District 204 implement a balanced approach to literacy. A classroom demonstrating a balanced approach to literacy values the following components:

	Skill and strategy instruction embedded in the context of authentic text
	The use of authentic literature--both text and illustrations
	Phonemic awareness instruction
	Strategy instruction in monitoring reading comprehension

Teachers in District 204 present a balanced approach to reading knowing that individual learners meet a variety of challenges and experiences while reading across various genres. In order to be adequately prepared for a variety of texts, a variety of strategies must be at each child's disposal.

Throughout the presentation of literacy lessons, teachers Kindergarten through fifth grade must address student needs, planning engaging activities which focus on BDA: Before, During and After Reading. Before reading focuses on activation prior knowledge, presenting or discussing key vocabulary or concepts. This might include a picture walk for Kindergarten through second grade students or a text preview including text structure for third through fifth graders. Teachers should also consider the need for any skill instruction that may aide understanding before reading.

During the actual reading of the text, students must be actively engaged in monitoring their comprehension. Students should predict and verify as they read. They should be aware when meaning breaks down and then work to employ the appropriate fix up strategy before continuing. Students should refer to any visual information as they read and integrate the visual information with the printed text.

After reading the selection, teachers and students should reflect on the selection. This may be accomplished through discussion or a written response to literature. The teacher may recognize the need to support small groups of readers with follow up activities within a flexible group setting. This small group work may enrich or expand the lesson or text. A flexible group may also remediate an area of need.

Since literacy instruction includes reading, writing, speaking, listening, viewing, and visually representing material, all areas must support reading instruction. Children learn to read and read to learn. They write in response to reading across all subject areas. Speaking and listening play integral parts to creating meaning in a social setting such as a literature circle or class discussion of a common piece of literature. Viewing illustrations, charts, maps, photographs, etc. supports a reader's understanding of content area reading. And finally, the way a student visually represents material demonstrates his/her understanding of the printed word whether it be a Kindergartener's illustration of a favorite character or a fifth grader's web or flow chart summarizing a science selection.