What is Reading First This “program” focuses on putting proven

methods of early reading instruction in classrooms.

Through Reading First, states and districts receive support to apply scientifically based reading research—and the proven instructional and assessment tools consistent with this research—to ensure that all children learn to read well by the end of third grade.

Reading First

Supports the use of screening and diagnostic tools and classroom-based instructional reading assessments to measure how well students are reading and to monitor their progress.

Reading First Reading First provides funds to train

teachers in the essential components of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) and to select and administer screening, diagnostic and classroom-based instructional reading assessments to identify those children who may be at risk of reading failure.

Reading First Funds support increased professional

development to ensure that all teachers have the skills they need to teach these programs effectively.

Funds are also provided for professional development for special education teachers, kindergarten through grade 12.

RPS School-wide Comprehensive Reading Plan Core program based on SBRR 5 components of reading Flexible grouping Focused, small group instruction Differentiation Data driven instruction Progress monitoring Intervention plan for instruction Ongoing professional development

Sustainability Leadership Professional development Accountability and alignment Instructional materials

Progress monitoring PALS Quick Checks monitor student progress

and track the effectiveness of intervention in between the fall, mid-year, and spring screening windows.

It is recommended that Quick Checks be administered to K-3 students who have been identified by PALS and are receiving intervention, and students who need instruction in a particular skill.

Literacy coaching Forming a learning community Supporting teacher change Monitoring student progress

Walk-through observations Appropriate use of core program Whole group instruction Differentiated, small group instruction Meaningful, independent practice Print rich environment Evidence that data analysis is driving

instruction Pacing of instruction