3-5 Literacy Information

Literacy Instruction at the Intermediate Level 

In District 7, we strive to provide every child with high-quality, evidence-based reading instruction. This begins in our classrooms, specifically by making every effort to ensure our students attain the foundational skills necessary to become lifelong learners. Decades of research called "The Science of Reading" is guiding us on this journey, and we continue to refine our practice through professional development and classroom coaching.  

Scarborough’s Reading Rope is a visual representation of the complexity of skills necessary for one to become a proficient reader. The reading rope consists of both a lower and upper strand. At the beginning of the 2021-22 school year, we implemented new programs in grades K-5 which were chosen based on their alignment with the skills in Language Comprehension and Word Recognition.  

The information below gives detailed information about literacy instruction in our district. 

Intervention Groups: Should students qualify for additional support outside of our core instruction, you will be notified with a letter from your child’s principal. There are several levels of service available to students who may have some areas in literacy needing improvement. Using FastBridge universal screening data and classroom data, teachers and support staff meet to discuss a plan for interventions including who, what, when and where these supports will take place. The goal is to provide students with high-quality, research-based, targeted, small group lessons to fill gaps in literacy skills as quickly as possible. 

Explicit and Systematic Phonics  

Students in grades K-3 receive daily phonics instruction using materials from the Open Court Reading program and/or UFLI Foundations. In our classrooms, phonics skills are taught explicitly and systematically. Teachers provide frequent opportunities for children to apply what they are learning about letters and sounds to the reading of words, sentences, and stories. Research has shown that when students are taught phonics in a structured way, it significantly improves word recognition, spelling, and reading comprehension.  

Students in 4th and 5th grade participate in daily lessons focusing on word analysis skills. Using resources from the Open Court Word Analysis kits, students develop critical reading skills that enable students to approach new words and more complex texts. Students will learn about morphemes, the smallest units of meaning, and how they are used to identify new words and build vocabulary; focus on prefixes, suffixes, and base words individually and in context.  

Spelling 

Word study is an approach to spelling instruction that moves away from a focus on memorization. The approach reflects what researchers have discovered about the alphabetic, pattern, and meaning layers of the spelling system of our language.  

Open Court Reading pioneered the practice of explicit instruction in sound-spelling relationships and the development of unique Sound/Spelling Cards. Each card represents a common English sound and contains the most common spelling or spellings of that sound, as well as a picture that helps students recall the sound. During these lessons, students are explicitly taught sound-spelling relationships utilizing Sound/Spelling cards as a resource. 

Traditionally, teachers have given pre-tests along with activities to practice spelling words throughout the week with a post-test on Friday. The “why” behind spelling instruction in District 7 is to explicitly teach the way words work in our English language rather than rote memorization of patterns. In 3rd grade, students will participate in dictation routines using materials from Open Court. They will be introduced to the sound/spelling pattern and practice it throughout the week. A dictation assessment will be given after this instruction. Teachers will use this information to help guide their instruction and assess mastery of the sound/spelling patterns taught and practiced that week. 

Language Comprehension using Wit & Wisdom Curriculum Resources 

Teachers in grades 3–5 use Wit & Wisdom to intentionally develop students’ background knowledge, vocabulary, and reading strategies—key components for understanding complex texts—in the following ways: 

• Every Wit & Wisdom module integrates literacy knowledge and skills while providing reading opportunities across genres. Through a wide selection of texts, students build genre-specific knowledge and skills in the reading and writing domains while also building robust knowledge of an interesting and worthy topic. As students study informational text features and enrich their learning via a variety of genres, they use their reading experiences to craft an informational essay. 

 

• Organize and Reveal lessons help students attend to text features and structure. During Organize and Reveal lessons, students build their understanding of text organization and analyze specific features that convey meaning to the reader. While students read texts to build topic knowledge, they also engage in text analysis to build transferable reading skills in making sense of text structure and features. Organize and Reveal lessons use strategies such as encouraging students to ask and answer questions about text structure, employing graphic organizers, and analyzing the use of signal words that help students identify the text structure. 

• Wit & Wisdom writing instruction deepens literacy knowledge. During the Craft Stages, students learn how writers use text features by examining elements of authors’ craft such as how topic sentences work or how authors use subheadings to organize information. The End-of-Module Task challenges students to write in the module’s primary genre of study, providing students with an opportunity to demonstrate their growing literacy knowledge and skill with different writing types.  

Grading  

Because our ELA curricular materials are intentionally rigorous and complex, you may notice fewer graded assignments at the intermediate level. While many grades could be taken within a week's time previously, students are now completing lessons throughout a module with opportunities for grading sprinkled throughout. While you may see fewer grades than in previous years, know that teachers are continuously evaluating student work that culminates in an End of Module task to showcase what students have learned throughout their module study.  

Assessment 

Teachers will use assessment data to help differentiate instruction within their classrooms. Teachers, support staff and administrators will meet three times a year to review the data collected and make decisions regarding levels of support for students. 

Even more essential than our curricular materials is the ongoing professional development, knowledge building and instructional coaching that is happening in each K-5 building. Teachers are provided with continued support via instructional coaches and a district literacy coach. In-depth discussions are happening frequently to work through the growing pains that inevitably come with implementing new instructional practices. Please be patient as we navigate this change. There will be bumps along the way and adjustments will be made to best meet the needs of all students as we learn and grow in our study and implementation of the Science of Reading.  

Standards 

Our ELA program is built around the Illinois Learning Standards, which guide what students learn and practice at each grade level. These standards help make sure all students are building strong reading, writing, and thinking skills that prepare them for the next step. Materials utilized in the classroom are aligned with these standards, providing students with rich, high-quality texts and meaningful opportunities to discuss, write, and think deeply. Through this approach, students learn to make connections, express ideas clearly, and develop a lifelong love of reading and learning.