School Reading Plan

At OES, reading assessment and instruction for PreK through 5th grade students is grounded in a comprehensive approach that integrates all key components of literacy. Our instructional framework emphasizes oral language, phonological/phonemic awareness, phonics, fluency, vocabulary, and comprehension—each essential to helping students build the skills necessary to understand texts and meet the grade-level English/Language Arts (ELA) standards outlined by the state.
Oral Language Development: Teachers foster oral language through meaningful discussions, collaborative activities, and intentional instruction. These experiences help students build vocabulary and expressive language skills critical to reading comprehension. Instructional strategies such as questioning techniques, interactive read-alouds, and peer conversations support the development of students’ spoken language abilities and strengthen their overall understanding of texts.
Phonological and Phonemic Awareness: Phonological and phonemic awareness are foundational for literacy development, particularly in listening and speaking. In grades PreK–2, our teachers utilize phonics-based programs such as UFLI (University of Florida Literacy Institute) and Heggerty to provide cumulative, systematic, and explicit instruction. Students learn to recognize and manipulate the sounds in words through tasks like rhyming, segmenting, and blending, with increasing complexity as their understanding grows.
To support early identification of learning needs, we administer phonological and phonemic screeners and use diagnostic assessments to identify gaps and provide targeted interventions.
Structured Literacy and District Support: OES follows the Dorchester District Two Literacy Model, which incorporates all critical components of literacy instruction. Teachers are provided with daily instructional schedules to ensure comprehensive literacy coverage throughout the school year.
Additionally, the district offers an Instructional Planning Guide for Kindergarten through 5th grade. This guide includes a scope and sequence aligned to grade-level ELA standards and supports instruction across reading, writing, and word study. Teachers are equipped with resources from the adopted HMH Into Reading curriculum, which includes embedded assessments that can be customized as needed.
Systematic Literacy Instruction in Early Grades: Students in grades 4K–2 receive explicit, systematic instruction aligned with state standards, ensuring development in both foundational reading skills and listening/speaking competencies.
Professional Development: LETRS Training: To further strengthen reading instruction, all K–3 teachers and special services teachers, as well as some 4th-5th grade teachers are engaged in completing LETRS (Language Essentials for Teachers of Reading and Spelling) training. This comprehensive professional learning equips educators with deep knowledge of reading science and effective instructional strategies, regardless of the core program used.
Research-Based Curriculum: Our continued implementation of the HMH Into Reading curriculum, rooted in the Science of Reading, ensures that instruction is based on research-driven principles. By addressing both language comprehension and word recognition, students are equipped with the tools to become proficient, confident readers.

Word recognition is essential for fluent reading and comprehension. In grades PreK through 5, instruction focuses on helping students decode and recognize words automatically. This begins with developing phonemic awareness—the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words. Phonemic awareness is foundational for decoding, and it sets the stage for systematic phonics instruction.
Using programs like UFLI (University of Florida Literacy Institute), students receive explicit, systematic phonics instruction that teaches them to map phonemes to graphemes (letters or letter patterns). This instruction enables students to sound out and decode unfamiliar words. Assessments like UFLI screeners and the Foundational Skills Survey help measure students' ability to apply phonics knowledge to decode words accurately and identify areas needing support.
Structured Literacy Approach: Structured literacy is a highly effective, explicit, and systematic instructional approach for teaching the structure of language. It is especially beneficial for students with learning differences, though all students gain from this method. Instruction includes:

• Decodable texts that align with taught phonics skills, allowing students to apply learning in context.
• Multisensory strategies, such as:
  • Tracing letters while vocalizing sounds (kinesthetic + auditory)
  • Using mouth formation cards to visually reinforce sound articulation (visual + auditory)

These methods enhance memory and promote long-term retention. Lessons include cumulative review and practice to ensure mastery before moving on to more advanced concepts.
Foundational Literacy Skills: Instruction in foundational literacy encompasses key components:

• Phonological awareness (PreK–Grade 1): Teaching students to break down spoken words into syllables, onset-rime, and individual phonemes.
• Phonics and word analysis: Explicit teaching of spelling-sound relationships and word structure.
• High-frequency words: Instruction in irregular or less-decodable words supports automatic word recognition.

As students progress, instruction shifts focus toward:

• Vocabulary (which impacts 50–60% of reading comprehension in upper elementary grades)
• Fluency
• Comprehension strategies

Techniques such as repeated reading, semantic analysis, and vocabulary-building activities (e.g., shades of meaning, word associations) help deepen students’ understanding of text.
Assessment and Progress Monitoring: Instruction is closely aligned with ongoing assessment to monitor student growth and guide instruction. These include:

• Screening tools: AIMSweb, LETRS screeners, and the Foundational Skills Survey identify at-risk students early.
• Diagnostic assessments: Pinpoint specific gaps in areas like phonemic awareness or phonics.
• Progress monitoring: Regular assessments track student improvement in decoding, high-frequency word recognition, and fluency.
• Common Assessments, MAP, and HMH assessments: Provide additional data on student growth in reading and comprehension.

By aligning instruction with the Science of Reading, Structured Literacy, and Foundational Literacy Skills, our school ensures that all students build the word recognition and language comprehension skills necessary for fluent reading and academic success.

Universal Screening & Data Analysis

• AIMSweb:
  • Administered 3 times per year (fall, winter, spring) in grades K–2.
  • Focuses on phonemic awareness, phonological awareness, decoding, and word recognition.

• MAP Growth (K–5):
  • Administered 3 times per year.
  • Results are reviewed during data debriefings and MTSS (Multi-Tiered System of Supports) sessions.

Identifying Students for Intervention

• Students scoring below the 35th percentile on AIMSweb, MAP, or other universal screeners, and not already in MTSS, are flagged for targeted reading intervention and possible tutoring.
• In K–2, students not meeting proficiency on screeners take diagnostic assessments to pinpoint skill gaps.
• Additional Assessments
• FSS (Foundational Skills Survey) – Administered quarterly in K–2 to provide more detailed insights into foundational reading strengths and needs.

Grades 3–5 Intervention:

• Students not meeting proficiency on SC Ready and MAP are placed in the Read 180 program.
• MAP Growth is used for placement and progress monitoring within Read 180.

Specialized Screeners:

• Students with RTI or low Lexile levels indicating foundational reading needs (e.g., phonics, fluency) complete the Code

Placement Assessment, which measures:

• Letter recognition
• High-frequency word recognition
• Decoding
• Morphology
• Assesses both accuracy and fluency/speed

Progress Monitoring:

• Students receiving intervention supports are monitored on a biweekly basis using evidence-based probes to ensure growth and adjust instruction as needed.

Supporting Parents in Developing Their Child as a Reader and Writer at Home: OES has implemented a comprehensive and intentional approach to support parents in fostering their child’s growth as a reader and writer. We are committed to building strong home-school partnerships that enhance literacy development and academic success.
Communication and Engagement: We utilize consistent and varied communication channels—including class and school newsletters, the parent portal, and our communication platform, Parent Square—to keep families informed and involved. Parent-friendly standards are shared to provide clarity on grade-level expectations, helping parents better understand the learning goals and how they can supp ort them at home.

Targeted Literacy Events and Resources: We offer a range of literacy-focused events and workshops such as:

• Raising Readers
• Real Men Read
• Real Military Members Read
• Parent Conferences
• Fine Arts Showcase Nights (with a focus on literacy)
• Grade-Level Information Nights

These events provide parents with actionable strategies and activities that align with classroom instruction, empowering them to engage meaningfully in their child’s literacy journey.
Personalized Support and Feedback: During individual parent conferences, teachers provide tailored strategies to support reading and writing at home. Targeted resources are sent home upon request, offering families additional tools to practice literacy skills beyond the classroom. Parents also receive personalized feedback on student work to reinforce classroom instruction.
Collaborative Data Review and Decision-Making: Through our School Improvement Council (SIC), parents play an active role in analyzing reading data and collaborating on solutions to support all ELA learners. This inclusive process ensures that parent voices are heard and valued in shaping literacy initiatives.
Support for Multilingual Learners: Recognizing our growing multilingual population, we work closely with our ML teacher to provide tailored reading support and resources for families, ensuring equitable access to literacy instruction for all students.
By implementing these systems and strategies, we aim to foster a literacy-rich environment that bridges home and school. Parents are empowered with the knowledge and tools needed to encourage daily reading and writing practice, reinforcing critical skills and cultivating a lifelong love of learning in their children.

At OES, we are committed to equipping our educators with the knowledge and tools necessary to ensure all PreK–5th grade students receive the support they need to become proficient readers. Our professional development program is grounded in the science of reading, structured literacy, and foundational literacy skills. Through a variety of targeted trainings and collaborative initiatives, we provide a robust framework for high-quality literacy instruction.
HMH Training: We utilize Houghton Mifflin Harcourt (HMH) resources to deliver evidence-based strategies that enhance literacy instruction. This training equips teachers with practical tools to implement engaging, effective reading practices tailored to meet the needs of diverse learners.
LETRS (Language Essentials for Teachers of Reading and Spelling): Our educators participate in LETRS training to deepen their understanding of the science of reading. This comprehensive professional development emphasizes phonological awareness, phonics, fluency, vocabulary, and comprehension—empowering teachers to deliver instruction that is grounded in research and best practices.
Summer HMH/Reading Curriculum Writing Workshops: Each summer, selected teachers participate in collaborative curriculum writing workshops focused on the HMH reading program. These sessions allow educators to refine and adapt the curriculum to align with student needs and incorporate current literacy research.
AIMSweb Training: To support data-driven instruction, staff are trained in using AIMSweb, a progress monitoring and benchmarking tool. This platform enables teachers to assess student performance and implement targeted interventions based on individual student data.
Foundational Skills Survey Training: K–2 teachers receive specialized training in administering and analyzing the Foundational Skills Survey. This assessment helps determine the specific literacy instruction needed to meet foundational skill expectations in early grades.
Edmentum and Exact Path: Teachers are trained to effectively utilize Edmentum and Exact Path, online platforms that offer personalized learning pathways. These tools support differentiated instruction by meeting students at their current levels and guiding them toward academic growth.
Study Island: Our educators also receive training in Study Island, an interactive platform that reinforces core literacy skills through engaging practice and formative assessments. It supports skill mastery while providing teachers with real-time data to inform instruction.
Vertical Alignment Meetings: Regular vertical alignment meetings bring together teachers across grade levels to ensure coherence and consistency in literacy instruction. This collaboration fosters a seamless learning progression as students advance through the grades.
Through these comprehensive training opportunities, OES empowers educators to deliver effective, evidence-based literacy instruction. Our commitment to professional development ensures that every student receives the foundational skills necessary for lifelong reading success.

Current SMART Goals and Action Steps Based on Analysis of Data