The early years set the foundation for lifelong learning and a love of reading, listening, and viewing. Throughout K-3, students explore stories and texts, strategies and processes, language features, structures, and conventions as they build competencies that help them make meaning and connections. In SD22, we believe that every day in the K-3 classroom, every child will have the opportunity to:
- read something they have chosen themselves
- read accurately
- read something they understand
- listen to a fluent read aloud
Coming Soon
Phonological Awareness
Concepts of Print
Oral Language
Letter Knowledge
Comprehension Strategies
Concepts of Print
Oral Language
Letter Knowledge
Comprehension Strategies
Modelled Reading
Coming soon
Shared Reading
Coming soon
Guided Reading
You can find many resources at your school to support guided reading in your classroom. Each school has a robust collection of levelled book sets to use for small-group instruction. In SD22, we have been exploring The Next Step Forward in Guided Reading by Jan Richardson and we are committed to engaging our students in small-group instruction that is differentiated and supports our young learners in developing reading proficiency. We consider each individual student's developmental stage and plan our instruction to meet their specific needs.
The Pre-Reader is learning:
The Emergent Reader (PM 1-4) is learning:
The Early Reader (PM 5-16) is learning:
The Transitional Reader (PM 18-25) is learning:
The Pre-Reader is learning:
- Letter names and sounds
- Letter formation
- Phonological awareness
- Concepts of print
- Oral Language
The Emergent Reader (PM 1-4) is learning:
- Consolidate letters and sounds
- Left-to-right directionality across several lines of print
- Meaning, structure and initial letter cues to figure out unknown words
- Correct letter formation
- CVC sounds in sequence
- To reread a sentence to correct errors
- To read and write about 30 sight words
- To discuss a story with prompting
- To write a simple message about their book with teacher support
The Early Reader (PM 5-16) is learning:
- Monitoring for visual information, meaning, and structure
- To reread at points of error and use multiple sources of information
- To decode words using a variety of strategic actions
- To read easy and familiar books with phrasing and expression
- To retell what they have read
- To read and write about 60-80 sight words
- To apply phonetic principles they have leaned
The Transitional Reader (PM 18-25) is learning:
- Sophisticated vocabulary
- Multisyllabic words
- Complex vowel patterns and word endings
- Comprehension strategies for longer, more complex text
Independent Reading
Each day, students need ample time to read books which they have selected that they can read fluently and understand. Independent reading offers students the opportunity to develop their reading life and be empowered by self-selecting texts.
Where do students access text?
A well-organized collection of books in the classroom library is a starting point. Books can be organized according to categories such as author, illustrator, theme, series, genre, etc. The school library has thousands of books that will be of high-interest to students and the DRC also loans out classroom library collections.
How do students know what books to pick? We need to support our K-3 students by teaching them how to make good choices about book selection through individual reading conferences and whole-group minilessons.
While students are reading independently, this is the perfect opportunity to engage in on-on-one reading conferences or connect with your small groups. Check out these resources to support your instructional moves during independent reading:
Where do students access text?
A well-organized collection of books in the classroom library is a starting point. Books can be organized according to categories such as author, illustrator, theme, series, genre, etc. The school library has thousands of books that will be of high-interest to students and the DRC also loans out classroom library collections.
How do students know what books to pick? We need to support our K-3 students by teaching them how to make good choices about book selection through individual reading conferences and whole-group minilessons.
While students are reading independently, this is the perfect opportunity to engage in on-on-one reading conferences or connect with your small groups. Check out these resources to support your instructional moves during independent reading:
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Learning together on the ancestral, unceded territory of the Syilx Nation.
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