As Literacy Coach of P.S.101, I believe that the ability to read is the most important skill children learn. Reading is a child’s primary gateway to all other knowledge they will acquire in school.

Educators face the unenviable challenge of teaching all children to read—and to read well, with fluency and comprehension. They must account for children’s diverse backgrounds, ethnicities, native languages, interests, and reading abilities. In the process of teaching children to read, educators must consider what children already know and what they still have to learn, what engages and disengages them, and what experiences they bring to the classroom and what experiences they choose to leave outside of it.

As such, educators need developmentally appropriate, engaging materials that address the needs of all children including struggling readers, advanced readers, and English language learners.

Scott Foresman “Reading Street” is the reading program used for Grades K–5 at P.S.101.. Reading Street is designed to help teachers build readers through motivating and engaging literature, scientifically research-based instruction, and a wealth of reliable teaching tools. The program allows teachers to differentiate instruction with a strong emphasis on ongoing progress-monitoring and an explicit plan to help with managing small groups of students. In addition, Reading Street prioritizes skill instruction at each grade level, so teachers can be assured they will focus on the right skill, at the right time, and for every student. The program provides ongoing assessments in phonemic awareness, phonics, vocabulary, comprehension, and fluency—in addition to language arts.

The daily reading schedule consists of a 90 minute block of reading. The first half is geared towards whole group instruction in the classroom. All students are present and the classroom teacher introduces and teaches the main focus of the lesson. In order to initiate individualized instruction for students in grades 3-5, funded reading personnel pull out various students according to their reading level for a small guided group lesson during the second half of the reading block. Every teacher has a leveled resource library from the Reading Street program which allows for differentiated instruction as well as remediation for all skills and strategies that were taught for a complete parallel program of instruction.

Online resources are available for students and parents at www.pearsonsuccessnet.com.

Student passwords and usernames will be provided by the classroom teacher in September.

The following selections are available for your perusal on the website…

· Student edition of text and workbook ( read stories ; review vocabulary and skills using graphic organizers and charts)

· Leveled reader database ( select child’s reading level, then refine search for the comprehension skill; genre; content area; or theme your interested in )

· Assignments ( posted and created by the classroom teacher )

· Test reports

Orton-Gillingham

Since the ability to read is crucial to the success of all students, and is the academic skill that lays the foundation for all learning, P.S101’s teaching staff has been trained in the Orton Gillingham Practice. The Orton-Gillingham methodology utilizes phonetics and emphasizes visual, auditory and kinesthetic learning styles. Instruction begins by focusing on the structure of language and gradually moves towards reading. The program provides students with immediate feedback and a predictable sequence that integrates reading, writing, and spelling. . Learners move step by step from simple to more complex material in a sequential, logical manner that enables students to master important literacy skills. The method used by this practice gives teachers the confidence and skills to deliver powerful reading instruction to every child.

What is ECLAS-2?

The Early Childhood Literary Assessment System (ECLAS-2) is not a test; it is an assessment designed to help teachers determine the progress in literacy development in children from grades K-3. ECLAS-2 consists of two parts: the ECLAS-2 Kit for grades K–3 and the Early Performance Assessment in Language Arts (E-PAL) for grades 2 and 3.The Kit activities include individual administered and group (whole class) administered activities designed to measure each child’s progress in Phonemic Awareness, Phonics, Reading and Oral Expression, and Listening and Writing. The children are assessed three times a year (Fall, Winter & Spring).

On The New York City Department of Education’s Achievement Reporting and Innovation System (ARIS), you can find up-to- date information about your child’s academic progress. In the ARIS Parent Link you will be able to view detailed information about your child- including information about attendance, course grades, and scores on state tests and in –class assessments. You will also be able to learn how your child’s school compares with other NYC schools.

Log in at www.ARISParentLink.org and enter your child’s Student ID. A letter will be sent home that contains your child’s ID #. The first time you log in you will be asked to create a permanent password and to store your email address. If you ever forget your password, you can get a new temporary password sent to the email address you use when you register.