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University School
20701 Brantley Rd.
Cleveland, OH 44122
University School's Reading Program
University School's Reading Program
University School's reading program aims to teach each child the strategies and skills necessary to become an independent reader. The approach is holistic, as reading is embedded in every facet of the curriculum. Reading is taught within a purposeful context: reading for research, reading for information gathering, reading as an adjunct to writing, and reading for enjoyment. When skills such as phonics are taught, they are applied to reading contexts. Real literature (picture books, novels, poetry, text books) are used in our reading program, rather than basal readers. By reading books with rich illustrations and storylines, children are being predisposed to reading for meaning and enjoyment.
University School's reading program aims to teach each child the strategies and skills necessary to become an independent reader. The approach is holistic, as reading is embedded in every facet of the curriculum. Reading is taught within a purposeful context: reading for research, reading for information gathering, reading as an adjunct to writing, and reading for enjoyment. When skills such as phonics are taught, they are applied to reading contexts. Real literature (picture books, novels, poetry, text books) are used in our reading program, rather than basal readers. By reading books with rich illustrations and storylines, children are being predisposed to reading for meaning and enjoyment.
Reading at University School is multi-dimensional. At various times throughout the day children might be seen reading books at their independent level individually or in pairs, reading in teacher-led instructional groups of similar ability levels, or reading and discussing a common piece of literature in literature groups. In every class, teachers read aloud fine literature that is above the independent reading level of the students.
Reading at University School is multi-dimensional. At various times throughout the day children might be seen reading books at their independent level individually or in pairs, reading in teacher-led instructional groups of similar ability levels, or reading and discussing a common piece of literature in literature groups. In every class, teachers read aloud fine literature that is above the independent reading level of the students.
University School's reading instruction focuses on fostering the strategies that will make each student a competent reader. The object of our teaching is to build a framework with which each child can become an independent reader. If he has learned isolated skills, he is dependent on others to continue learning. But if a child has learned how to use the strategies that good readers use, he has the tools to continue to improve in reading every time he reads.
University School's reading instruction focuses on fostering the strategies that will make each student a competent reader. The object of our teaching is to build a framework with which each child can become an independent reader. If he has learned isolated skills, he is dependent on others to continue learning. But if a child has learned how to use the strategies that good readers use, he has the tools to continue to improve in reading every time he reads.
Finally, the approach to reading at University School is proactive. Rather than waiting until a student has struggled through years of frustration, we begin intervention for a student in kindergarten and first grade, before he has adopted ineffective or negative strategies, and hopefully before the student has experienced failure. The Reading Recovery program, designed for first graders who are experiencing difficulty with the acquisition of early reading skills, is an intensive one-on-one program designed to help the child catch up with his peers in a period of twelve to twenty weeks. Although Reading Recovery is available to only the lowest 20% of the first graders, the philosophy and methods of the program are applied to instructional skill groups in all the primary grades. On-going assessment is part of our reading program. Teachers check periodically for knowledge of sound-symbol relationship, ability to use sounds in writing, sight word acquisition, text reading level and independent use of strategies. Instructional groups are formed and adjusted accordingly.
Finally, the approach to reading at University School is proactive. Rather than waiting until a student has struggled through years of frustration, we begin intervention for a student in kindergarten and first grade, before he has adopted ineffective or negative strategies, and hopefully before the student has experienced failure. The Reading Recovery program, designed for first graders who are experiencing difficulty with the acquisition of early reading skills, is an intensive one-on-one program designed to help the child catch up with his peers in a period of twelve to twenty weeks. Although Reading Recovery is available to only the lowest 20% of the first graders, the philosophy and methods of the program are applied to instructional skill groups in all the primary grades. On-going assessment is part of our reading program. Teachers check periodically for knowledge of sound-symbol relationship, ability to use sounds in writing, sight word acquisition, text reading level and independent use of strategies. Instructional groups are formed and adjusted accordingly.
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