ELA/Literacy FAQ

We understand that students need a strong foundation in phonemic awareness and phonics. We also know students need opportunities to apply these skills through authentic reading and writing. Therefore, we have structured our ELA instruction to include multiple essential components of literacy including: 

• Reading & Writing Workshop 

• Phonics & Phonemic Awareness/Word Study

• Grammar

• Read Aloud with Accountable Talk

• Interactive Writing (more typical in primary grades) 

• Shared Reading and Writing (more typical in primary grades)

The workshop model is a predictable structure that begins with a brief, whole group minilesson that addresses the Missouri Learning Standards and our curriculum. During the minilesson, students gather together for explicit instruction. The minilesson concludes with sending students off to work independently--employing strategies of proficient reading or writing. During independent work time, the teacher circulates throughout the room observing student progress, conferring one-on-one with students, and leading small group work. Part-way through independent work time, the teacher will interrupt with a mid-workshop teaching point which is a quick reminder or tip for the whole class. Independent work time, conferring, and small group work continues until the end of the workshop time. Workshop always ends with a share where the teacher captures the importance of the day's work.  

Grade level teachers, reading specialists, and ELA interventionists continually monitor the progress of our students through the use of formative and summative assessments. Information is gathered on grade level data walls and is analyzed regularly at PLC meetings.  

Our ELA PLCs are a time that allows for collaboration between the grade level teachers, reading specialist, ELA interventionist, literacy support specialist, and building principal. Each student is discussed and personal plans to address specific needs are determined. This time is also used to plan for cohesive instruction between the specialist/interventionist and grade level teachers.

We understand each child is unique and will have varying strengths and abilities. Our district mission is to, "see each child and support them on their individual pathways." Within the workshop model, students are met with regularly through one-on-one conferences and small groups to address specific needs. Additionally, students identified as needing reading support receive Title 1 reading services, work with our ELA interventionist on their specific needs, or qualify for special education service outside of our Tier 1 instructional time. Our district believes in providing the right supports for each child and has developed a menu of tiered support resources.

Please note, we are not qualified to diagnose Dyslexia. We screen for areas of reading difficulty by utilizing the Aimswebplus screener. 

We administer screening for all students in grades K-3 and any student in grades 4-12 for whom there has been a request by a teacher or parent. 

Students identified as needing reading support receive Title 1 reading services or work with our ELA interventionist on their specific needs outside of their Tier 1 instructional time. We have various resources for supporting our students and providing targeted interventions including Wilson Fundations and Wilson Just Words.