Our Literacy Department:
Lynn Chambless, Literacy Specialist, Reading Recovery Trained
Amy Tharp-Lumley, Instructional Coach/Literacy Specialist
Rick Olsen, Literacy Specialist
Highland Elementary has an active Literacy Department composed of several support staff. The Literacy Specialists provide literacy intervention services to students in grades K-3 as part of the Littleton Public Schools district side Early Literacy Intervention Program. In addition, we provide support for students in grades 3-5 in the area of fluency through the Read Naturally program. The Literacy Specialists based at Highland receive both initial and ongoing training from the LPS Curriculum Director. At the training sessions, possible topics for study include assessment, philosophy, best practices and methodology of intervention procedures. The Literacy Specialists also participate in peer coaching, attend conferences, and meet with teachers to discuss student progress.
Early Literacy Intervention
What is Early Literacy Intervention?
This program provides additional supplementary instruction to students in grades K-3 who need extra support with reading and writing.
How are students selected to receive literacy support?
Early intervention Literacy guidelines require selection of students who have the greatest need for extra support. Several components are involved in identifying students for literacy support in Littleton Public Schools. They include individual reading inventories, teacher judgment, and writing samples. In first grade we also administer the Marie Clay diagnostic survey.
How is the program organized?
Instruction is in addition to that offered in the regular classroom. Groups or individuals meet daily for "extra" instruction focused on individual needs. This may take place in the regular classroom or in other rooms. All instruction is closely coordinated with the classroom teacher. Collaboration with all involved in a student's education occurs regularly.
Why is parent involvement important?
A critical component of literacy support programs is parent involvement. Research clearly states the important role that parents play in the education of their children. Parents are their children's first and most influential teachers. The partnership between school and home is an integral part of your child's success in learning to read and write.
When helping your child read, the following strategies are useful before, during and after reading a book:
Before: look through the pictures, talk about what is happening, predict what may happen, discuss book to establish prior knowledge.
Ask: "Have you ever been on a horse?", "Have you ever seen a jaguar?", "What does the beach look like?".
During: Pay attention to the reader. If the reader is stuck...ask: "Does that look right?", "Does that make sense?", "Does that sound right?".
After: Discuss what was read. "Tell me what you remember about the story." "Retell the story in your own words." "Why did the character do that?" "Did the ending surprise you?" "Why".
What is Reading Recovery?
Reading Recovery is an early intervention program that helps the lowest achieving first grade children to develop effective strategies for reading and reach average classroom levels. The goal of Reading Recovery is to help children become independent readers with internal self-extending system. Reading Recovery operates within educational systems through three key programs:
1. Intensive daily one-to-one instruction for first grade children who are at risk of reading failure;
2. An in-service program through which educators are instructed in proven Reading Recovery techniques;
3. A research program to monitor program results and provide support for participating teachers and institutions.