Leveled Text
Students are assessed three times a year (September, January and May) by their classroom teachers to determine text reading level. Title I staff also assesses students in November and April. The students are required to read with accuracy and are asked to retell and understand what they have read in order to achieve a passing score.
RSU 1 has determined Developmental Reading Assessment2 benchmark levels for for each grade level.
K - January- level 1, May- level 3
1st grade-September- level 3, January -levels 8-10, May -level 16
2nd grade- September- level 16, January -level 20, May -level 28
Reading Strategies
One focus of Title I instruction is to teach students several strategies to figure out new words while reading.
Early reading strategies:
- The students are taught to ask themselves, "What word makes sense?"
- Students look at pictures for clues to the new word.
- Students try the first letter sound.
Advanced strategies:
- Skip the unknown word and read on to get more information.
- Students use knowledge of known words to figure out new words. For example, if a student knows look they use that word to learn book
Students are taught to monitor their reading for errors and self-correct when errors are detected.
Writing
Each Title I lesson includes instruction for improving students' written language skills.
- topic selection
- topic development
- word choice
- letter formation
- punctuation
- spelling
- increasing writing vocabulary
Word Work
