"Over the past two decades, with new understandings
and new practices, we have seen the development of
more effective solutions in the area of early
interventions and have reached a point where it is
possible to hypothesize that all but a very small
number of children can learn to read and write; and
schools are able to implement interventions which can
bring this about".
Marie M. Clay, An Observation Survey,
2nd Edition
Individual reading potential for the purpose of the
ECSD Early Language Literacy initiative is defined as "a
student's capacity to develop the skills and knowledge
relative to the outcomes in the Alberta Education
Language Arts programs of study K to 3. It is an
evolving state that is based on on-going monitoring of
student performance using standardized assessment
instruments and intentional targeted teaching
strategies".
Students identified as not progressing satisfactorily
towards their potential are provided with school-based
and district intervention strategies and programs to
address their particular learning needs.
Explanation
The Early Language Literacy Initiative is founded on
the belief that each child must be given the
opportunity to learn and succeed to their potential. A
reading program must be multidimensional providing
all children with an opportunity to reach their
potential in literacy development with intensive datadriven
instruction.
The research on child development indicates that up
until the age of 8, children are in the Acquisition
Stage of literacy learning. During this stage, a child's
reading potential is developing and can be affected
positively by systematic, intentional instruction.
Edmonton Catholic Schools believes that the Early
Language Literacy Initiative will develop and extend
the primary teachers' ability to provide good first
teaching for all children in the area of reading.
To assist each child with their God-given talents and
gifts to develop their reading potential, children's
strengths and weaknesses as readers will be
identified and monitored through the use of
developmental reading assessment from Kindergarten
- grade three. Administered by the classroom teacher;
these reading assessments will provide the following
information:
- the level of proficiency of each student,
- to determine flexible whole group, small group and
individual instruction,
- on what students need to learn next for "just in
time instruction" and,
- to develop a reading program that supports readers to achieve the expected
outcomes in The English Language Arts Program of Studies
K-3, 2000. Also, it is the aim of Learning
Support Services to establish clear levels of proficiency
for the district, in reading, by identifying clear standards and
targets.
With a wide range of reading materials, children will be provided
with multiple opportunities to read text that offers them an appropriate
challenge. Children who encounter difficulty in learning to read
will be supported in their classroom by a teacher who has participated
in an on-going, rigorous professional development program targeting
the best inclusive practices. Further, the district will provide
more intensive interventions such as Reading Recovery and other district programs.
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