• What is Corrective Reading?


    Corrective Reading is a comprehensive reading intervention
    program. It offers three distinct elements to ensure student success:


    1. Thoroughly developed and tested program design structured so
    students learn how to learn as they master increasingly complex
    skills and strategies


    2. Scripted presentation approach that uses a brisk pace, carefully
    chosen exercises and examples, and other special presentation
    techniques to engage even reluctant learners


    3. Complete learning materials including student books, workbooks,
    teacher presentation books and guides, and supplemental
    materials that provide everything from placement tests to a
    management system that reinforces hard work, helping to change
    student attitudes about reading


    There are two strands of Corrective Reading: Decoding and
    Comprehension. Each includes four levels: A, B1, B2, and C. The
    program can be taught in a single-strand (Decoding or Comprehension)
    or double-strand sequence depending on the needs of the students.
    The objectives of the Level A programs, which deal with very basic
    skills, are relatively modest in number, while the objectives of
    the Level C programs are manifold. Each program is based on
    cumulative skill development; thus the difficulty of the material
    increases gradually but steadily, always building on student success.
    Who Benefits from Corrective Reading?
    SRA’s Corrective Reading programs are designed to help a wide range
    of students in Grades 3–12 who are performing below grade-level
    expectations in Reading, and perhaps other subjects too. Corrective
    Reading is appropriate for students who would traditionally be
    identified as learning or educationally disabled.
    Some students will require a great deal of intensive remediation;
    other students will have far fewer skill deficits. Scores on the
    Corrective Reading Decoding placement test or Comprehension
    placement test indicate if students have the skill level necessary to
    enter each level of the program. Thus, students who have mastered
    the basics and are ready to learn a wider range of complex reading,
    writing, and reasoning skills will be placed in Level C.

     

    Parent Involvement

    Week 8

    12/05-12/09

    The student will:

    1. use new vocabulary that is introduced and taught directly; (LA.6.1.6.1)

    2. listen to, read, and discuss familiar and conceptually challenging text; (LA.6.1.6.2)

    3. use context clues to determine meanings of unfamiliar words; (LA.6.1.6.3)

    4. categorize key vocabulary and identify salient features; (LA.6.1.6.4)

    5. relate new vocabulary to familiar words; (LA.6.1.6.5)

    6. distinguish denotative and connotative meanings of words; (LA.6.1.6.6)

    7. identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words; (LA.6.1.6.7)

    8. identify advanced word/phrase relationships and their meanings; (LA.6.1.6.8)

    9. determine the correct meaning of words with multiple meanings in context; (LA.6.1.6.9)

    10. determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools; and (LA.6.1.6.10)

    11. identify the meaning of words and phrases derived from Greek and Roman mythology (e.g., mercurial, Achilles (LA.6.1.6.11)

    To help increase your child’s reading fluency, vocabulary and comprehension, please have them read there Accelerated Reader book at least 30 min. each night.

    If internet access is available at home, please have your child log onto I-Ready, an online software package use here at LWMS that delivers students instruction, performance diagnostics and progress reports based on K-12 Common Core State Standards.

    Week 9

    12/12-12/16

    The student will:

    1. use new vocabulary that is introduced and taught directly; (LA.6.1.6.1)

    2. listen to, read, and discuss familiar and conceptually challenging text; (LA.6.1.6.2)

    3. use context clues to determine meanings of unfamiliar words; (LA.6.1.6.3)

    4. categorize key vocabulary and identify salient features; (LA.6.1.6.4)

    5. relate new vocabulary to familiar words; (LA.6.1.6.5)

    6. distinguish denotative and connotative meanings of words; (LA.6.1.6.6)

    7. identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words; (LA.6.1.6.7)

    8. identify advanced word/phrase relationships and their meanings; (LA.6.1.6.8)

    9. determine the correct meaning of words with multiple meanings in context; (LA.6.1.6.9)

    10. determine meanings of words, pronunciation, parts of speech, etymologies, and alternate word choices by using a dictionary, thesaurus, and digital tools; and (LA.6.1.6.10)

    11. identify the meaning of words and phrases derived from Greek and Roman mythology (e.g., mercurial, Achilles (LA.6.1.6.11)

    To help increase your child’s reading fluency, vocabulary and comprehension, please have them read there Accelerated Reader book at least 30 min. each night.

    If internet access is available at home, please have your child log onto I-Ready, an online software package use here at LWMS that delivers students instruction, performance diagnostics and progress reports based on K-12 Common Core State Standards.