Queen Creek Elementary School

Title I Program

If  you have any questions about our Title I program or would like more information about the D.I.B.E.L.S. assessment,  please contact our school Reading Specialist,  Kristin Linne at 987-5920.

The main Title I reading intervention curriculum comes from Houghton-Mifflin, the same company that makes our core classroom reading program.  This creates consistency in many areas of instruction while allowing children to be taught at their appropriate level.  Our Title I program also has an extensive resource library of various learning kits, manipulatives, computer software and teaching tools. These additional resources allow us to supplement our instruction and target intervention to individual student learning styles and needs.  Below you will find a brief introduction to our main curriculum programs.

 

 

     Most of our first and second grade students participating in the Title I pull out groups are working with the Houghton/Mifflin Intervention Reading program titled,  Early Success.  Students work in small groups for 30 minutes three to five days a week.  The program focuses on phonemic awareness development, phonics instruction, application of decoding skills and reading comprehension.  Below are the program’s main focus:

· Alphabetic principal and phonemic awareness

· Phonics instruction and blending routines

· Applied decoding skills in stories

· Vocabulary routines to develop word meanings

· Repeated readings for fluency practice

· On-going assessment to monitor student progress

 

Because first grade is such a crucial year in reading development, our Title I instructors go into our first grade classrooms for 45 minutes during their core reading block.   This enables the classroom teacher to incorporate small groups for reading practice.  The Title I instructors assist students with completing written reading work as well as listen to the children read individually or in small groups.    

Most of our third through fourth grade Title I students use Houghton-Mifflin’s Soar to Success Intermediate Intervention Curriculum.   Similar to the Early Success, the lessons use authentic literature, both expository and narrative.   Below are some components of the program.

· The students use graphic organizers to help students visually construct and organize story elements which aides in story comprehension.

· This program encompasses four comprehension strategies in a  “Teach and Model” format, or reciprocal teaching.  Students are taught how to apply the four strategies (summarize, clarify, question and predict) to their reading by putting themselves in the teacher role.

· For students who are struggling with phonics and word decoding, each story has word activities that build phonics skills.  Evaluations and assessments are built into each week’s lessons.  The purpose of these assessments is to track and monitor student progress.

Soar to Success Levels 3 & 4

Early Success Levels 1 & 2 

     Our kindergarten Title I students receive additional support from an instructional assistants within the kindergarten classroom.    They may also participate in supplemental small group instruction as needed to target specific skills.   Initially, their primary skill focus is on letter identification.  We soon add phonemic awareness activities such as: identifying beginning sounds, ending sounds, and segmenting sounds within a word.   We reinforce letter-sound recognition, basic word blending skills, and handwriting which are being taught in the core classroom curriculum.  To teach these literacy skills, instructional assistants use supplements to our school’s Houghton-Mifflin Kindergarten reading curriculum, and a variety of hands on manipulatives and learning kits.

 

Kindergarten Title I children also receive help with-in the classroom by an instructional assistant.   With guidance from the classroom teacher, the instructional assistant provides additional one on one and small group support.

First Grade Push In Support