School Reading Plan

At OES, reading assessment and instruction for PreK–5th grade students is based on a comprehensive approach that integrates key components of literacy. Oral language, phonological/phonemic awareness, phonics, fluency, vocabulary, and comprehension are essential in supporting students’ ability to comprehend texts and meet the grade-level English/Language Arts (ELA) standards outlined by the state.

Teachers foster oral language development through meaningful discussions and collaborative activities, which allow students to build the vocabulary and the expressive skills necessary for understanding texts. Teachers use questioning techniques, read-alouds, and peer interactions to enhance students’ spoken language abilities, all the while strengthening their reading comprehension.

Phonological/phonemic awareness is essential for developing listening and speaking skills. Our teachers use phonics-based curriculum like UFLI and Heggerty to deliver cumulative, systematic, explicit instruction to all students in grades PreK–2. This involves teaching students to recognize and manipulate the sounds within words, such as rhyming, segmenting, and blending sounds. The tasks become more complex as students’ understanding of how language increases. Additionally, we use phonological and phonemic screeners and diagnostic assessments, to identify any gaps in students’ abilities and intervene early with targeted instruction.

The Dorchester District Two Literacy Models include all the literacy components identified through the Science of Reading as essential for reading comprehension: Oral language, phonological awareness, phonics, fluency, vocabulary, comprehension, and writing. A district pacing guide is provided to all teachers to ensure that all areas are being taught each day of the school year. Dorchester District Two also provides an instructional planning guide for all teachers in kindergarten through 5th grade. The instructional planning guide has a scope and sequence which paces instruction of grade level standards in all ELA subject areas including grade-level reading, writing, and word study instruction. This planning guide provides teachers with all resources needed to utilize our adopted K–5 curriculum HMH Into Reading. Assessments for each of these are imbedded within the program, and teachers can also edit assessments as needed.

These programs deliver cumulative, systematic, explicit instruction to students in grades 4K–2. This also ensures that all students have opportunities to develop listening and speaking skills which align with our state standards.

Dorchester District Two requires teachers in grades K–3 to be trained in LETRS (Language Essentials for Teachers of Reading and Spelling). LETRS is a professional learning course for instructors in reading, spelling, and related language skills. It provides educators with in-depth knowledge and tools that they can use with any reading program, as well as strategies for enhancing and teaching essential foundational skills, vocabulary strategies, and comprehension skills. K–5 teachers continue to implement the HMH reading curriculum which is based on research and principles of the Science of Reading. By implementing the components of language comprehension and word recognition, students are becoming more skilled in the area of reading.

Word recognition focuses on helping students decode and recognize words automatically. PreK–5th grade word recognition instruction includes activities that develop the ability to hear, identify, and manipulate phonemes. Phonemic Awareness is foundational in learning how to decode words. Explicit, systematic phonics instruction using UFLI helps students map phonemes to graphemes (letters or letter patterns) so they can sound out unfamiliar words. Assessments in UFLI and the Foundational Skills Survey measure students’ ability to apply phonics knowledge to decode words accurately. The evidence-based Amira assessment framework, a component of the HMH curriculum, identifies areas where individual students need foundational support in phonemic awareness, decoding, fluency, vocabulary, and comprehension, and provides targeted support. In grades 3–5, students who struggle with word recognition and the foundational skills necessary for decoding and reading words are supported in the Read 180 program.

Structured literacy is a systematic and explicit instructional approach for teaching the structure of language. All students, particularly those with learning differences, benefit from this system. Instruction includes the use of decodable texts that match the phonics skills as students are learning them. Word recognition skills are reinforced during lessons where students are applying skills in context.

Instruction often includes multi-sensory activities (visual, auditory, kinesthetic) to support word recognition. For example, tracing letters while saying the sound aloud integrates sensory modalities, enhancing memory and recall, or using mouth cards for visual reference of the position of the lips teeth and tongue when creating sounds. Structured literacy emphasizes regular cumulative review and practice to ensure mastery of word recognition skills before moving on to more complex tasks.

Foundational Literacy Skills include key areas like phonics and word analysis. Phonological Awareness instruction in pre-k through first grade includes breaking down spoken words into syllables, onset-rime, and individual phonemes, building the necessary foundation for recognizing printed words. Instruction also focuses on teaching high-frequency words that are not easily decodable, helping students develop automatic word recognition for these common words. As students grow in reading, the focus of their reading instruction moves towards vocabulary, comprehension, and fluency, so that cognitive resources can be allocated to comprehension rather than decoding. 50–60% of upper elementary aged students’ comprehension is affected by vocabulary knowledge. Repeated reading, vocabulary activities such as shades of meaning, dimensions of word knowledge, and semantic analysis, and fluency assessments are strategies used to help students build reading comprehension.

Assessments are aligned to ensure that students are making progress in word recognition and language comprehension. These include early screening tools like Amira, LETRS screeners, the Foundational Skills Survey, and the Code Placement Assessment (CPA) in Read 180. These assessments support our reading progress by identifying students who are at risk and need additional support in word recognition. Diagnostic assessments are used to provide more detailed information on specific skill gaps, such as weaknesses in phonemic awareness or phonics, and inform targeted instruction. Progress Monitoring occurs with ongoing assessments used to track student progress and adjust instruction. They include timed assessments of high-frequency word recognition, decoding skills, and fluency rates. Common assessments, MAP assessments, and HMH assessments also provide additional data on students’ reading growth.

By aligning instruction and assessment with the science of reading, structured literacy, and foundational literacy skills, our school aims to ensure that all students develop the necessary word recognition skills for fluent reading and comprehension.

For the 2026–2027 school year, HMH’s Amira benchmark assessments will be used as a universal Screener for Kindergarten through Second grade and administered three times a year. This assessment provides information about individual students’ skill levels in the areas of word recognition and phonemic awareness. The Foundational Skills Survey is a diagnostic tool used to assess early reading and literacy and is also used to assess students in grades K–2 four times a year.

Students in grades K–5 not identified through the MTSS process and scoring below the 35th percentile on Universal Screeners (Amira, FSS, MAP, SC READY, etc.) are targeted for reading intervention and tutoring assistance. MAP is administered three times a year in grades K–5. MAP results are shared and analyzed with teachers at data debriefings and MTSS sessions. Based on these results, students who are not meeting proficiency in grades K–2 are given a diagnostic test to target areas for literacy intervention. In K–2, Amira benchmarks will be administered three times this year to monitor foundational skills such as phonological awareness and decoding. The FSS assessment (Foundational Skills Survey) is given at the end of each quarter to provide teachers with additional information about strengths and weaknesses in foundational skills.

In grades 3–5, students who do not meet reading proficiency on SC READY and MAP are placed in the Read 180 program for targeted intervention. Read 180 uses the MAP Growth assessment as a universal placement and a progress monitoring assessment to ensure that students are appropriately placed within the Read 180 program. Students with RTI/Lexile results that indicate they are candidates for foundational literacy skills (phonemic awareness, phonics, fluency) will complete a screener called the Code Placement Assessment. The assessment measures both the accuracy and speed of students’ responses of letter recognition, high-frequency word recognition, decoding, and morphology. Students who receive targeted intervention supports are progress monitored on a biweekly basis utilizing evidence-based probes.

To support parents in understanding how to help their child as a reader and writer at home, our school has implemented a comprehensive approach including: regular communication channels like class and school newsletters, parent portal, parent workshops that specifically target literacy skills and strategies, such as Raising Readers, Real Men Read, Real Military Members Read, Parent Conferences, personalized feedback on student work, Fine Arts Showcase nights where literacy is a focus, grade level information nights, and additional resources in class Schoology groups. Through our SIC committee, parents actively participate in analyzing reading data and problem-solving to support our ELA learners. We also work with our ML teacher to provide important reading support for one of our fast-growing demographics. These systems provide actionable strategies and specific activities aligned with the classroom curriculum to foster a strong home-school connection for literacy development.

Individual parent conferences provide parents with strategies to encourage and support reading at home. Targeted resources are sent home at the parent’s request. Through our communication platform, ParentSquare, parent friendly standards were shared to provide a better understanding of grade level expectations. Involving families in the reading process fosters a supportive environment at home, encouraging reading practice and engagement. Building home-school connections help to reinforce skills and strategies needed for success.

Our multi-tiered system for monitoring reading achievement and growth for students in PreK–5th grade is managed by using universal screeners, and diagnostic data, anecdotal notes, and progress monitoring to inform decisions about targeted interventions, to tailor support to meet each student’s needs, and to ensure growth towards reaching grade-level proficiency in reading. Key strategies are used to help us monitor reading achievement and growth include:

• Regular Assessments: Implementing regular reading assessments to help track students’ progress over time. This includes universal screeners, diagnostic assessments, common assessments, and classroom assessments.
• Quarterly Data Analysis: Analyzing assessment data during grade level data meetings, help identify trends and patterns in student performance, enabling teachers to pinpoint specific areas where students may be struggling. These meetings allow teachers time to share strategies and develop effective lessons. Teachers and students work cooperatively during goal setting conferences to track progress and encourage ownership of their learning. Student data notebooks are being implemented school-wide to support the initiative for reading growth.
• Individualized Interventions: Based on the data analysis of grade appropriate screeners, we develop targeted intervention programs for students requiring Tier 2 supports. Third through fifth grade Intervention teachers use Read 180 for this level of support. Key components of the Read 180 intervention program are:
  • ReaL Book Assessments: Students complete daily instructional tasks in the ReaL Book that are used as embedded formative assessments. These assessments monitor student understanding and pace instruction. The ReaL Books also include summative assessments, which help gauge students’ mastery of new skills taught during whole- and small-group instruction. These results are used for intervention, instructional planning, progress monitoring, and grading.
    • ReaL Book: Comprehension – Skills monitored include comprehension, vocabulary/word study, close reading, writing and conventions.
    • ReaL Book Code: Foundations – Skills monitored include phonemic awareness/phonics, spelling and word automaticity, vocabulary, oral reading fluency, comprehension, writing.
  • Student Application: Screening Assessments identify the correct entry point for each student into the Student Application. Formative assessments gauge student learning as they complete daily activities in each Segment. Embedded summative assessments assess student mastery within students’ Zone of Proximal Development. This data is used for forming groups, diagnosing strengths and challenges, selecting lessons, monitoring progress, and grading.
  • Independent Reading Quizzes: Independent Reading Quizzes monitor students’ comprehension of what they read during Independent Reading. This summative assessment data evaluates students’ understanding of what they have read, guides reading selection, and provides reading motivation.
  • Oral Reading Fluency (ORF) Assessments: This summative assessment is administered two to three times a year to evaluate students’ current fluency levels and monitor decoding and oral fluency progress.
• Professional Development: Providing teachers with training on effective reading instruction strategies and interventions enhance their ability to support student growth.
• Progress Monitoring: Continuously monitoring student progress during interventions allows for timely adjustments to strategies as needed.

By prioritizing these strategies, our school creates a responsive and effective reading program that helps students thrive.

OES provides comprehensive teacher trainings based on the science of reading, structured literacy, and foundational literacy skills to ensure all PreK–5th grade students receive the support they need to become proficient readers.

• HMH Training: We utilize HMH’s resources, which offer evidence-based strategies to enhance literacy instruction. This training equips teachers with tools to implement engaging; effective reading practices tailored to diverse learners.
• LETRS: Our educators participate in the Language Essentials for Teachers of Reading and Spelling (LETRS) training, which deepens their understanding of the science of reading. This professional development focuses on phonological awareness, phonics, fluency, vocabulary, and comprehension, empowering teachers to deliver instruction that is grounded in research.
• Summer HMH/Reading Curriculum Writing: Each summer, selected teachers engage in curriculum writing workshops focused on the HMH reading program. This collaborative effort allows teachers to adapt and refine the curriculum, ensuring it aligns with our students’ needs and incorporates the latest literacy research.
• Amira Training: To assess and monitor student progress, K–2 teachers received training on Amira, a tool that provides data-driven insights into student performance. This allows for targeted interventions and personalized instruction based on individual student needs.
• Foundational Skills Survey Training: For K–2 teachers, this data helps to determine the type of basic literacy instruction needed to meet foundational skills expectations.
• Edmentum and Exact Path: Teachers are trained to utilize Edmentum and Exact Path, which provide personalized learning pathways for students. These platforms support differentiated instruction, allowing teachers to meet students where they are and guide them to success.
• Study Island: Our educators are trained in using Study Island, an online resource that reinforces core literacy skills through interactive practice and assessments. This tool helps students build foundational skills while allowing teachers to track progress.
• Vertical Alignments: We conduct regular vertical alignment meetings where teachers collaborate across grade levels to ensure consistency in literacy instruction. This alignment helps create a cohesive learning experience as students’ progress through grades.

Through these diverse training opportunities, we create a robust framework that empowers our educators to deliver high-quality literacy instruction, ensuring every student develops the foundational skills necessary for lifelong reading success.