Reading Program, 3–8

At the forefront of the program's design is the emphasis on motivation and interest (Alexander, 2021), recognizing that the research evidence proves motivation is a critical factor in learning to read (Toste et al, 2020). The evidence shows students who read become better readers, and this is especially critical as students enter third-grade (Mol & Bus, 2011; Torppa et al., 2020; Van Bergen et al., 2021).

A curriculum for the intermediate grades is missing the mark if increasing students’ volume of reading isn’t its primary goal. Reading volume contributes to:

• students’ learning of the orthographic patterns of English (Sidenberg, 2017),

• building students’ vocabulary knowledge (McQuillin, 2019a,b), and

• reading fluency (Brenner & Hiebert, 2010).

The heart of the program is the use of authentic, whole texts including chapter books and longer nonfiction. The volume of reading achieved in this program is unmatched. Students increase their confidence and competence.

The curriculum employs instructional routines that maximize time in reading and writing with scaffolding and differentiation built into the lesson design. The repetitive nature of the routines and skills allow for the transfer of skill and the acceleration of achievement.

The program introduces an innovative, text-structure approach to comprehension. The CIA (Collect-Interpret-Apply) approach organizes literacy instruction around full length chapter books. Students learn to "read like a detective" as they look for clues as to the author's central message or theme. Materials emphasize gathering key details, interpreting meaning, and connecting to broader themes.

The program recognizes that the goal of education is transfer; what student learn in the classroom should enable them to become better readers––at school, at home, and eventually in the workplace (Solomon & Perkins, 1990). Transfer is achieved through carefully scaffolded instruction that enables students to apply what they learn in instructional texts to new texts (Woods et al., 1976).

The program organizes text sets around cohesive, grade-appropriate themes that build knowledge over time. Each year features an overarching theme and social studies focus. Students encounter multiple texts that share related ideas. The text sets create a thematic continuity and exposure to varied genres.

A consistent structure for introducing key vocabulary is introduced through the students' Vocabulary Handbook. Students explore a single word or concept through morphemic analysis, context clues, and discussion. 

Materials provide opportunities for students to practice evidence based writing in both short form and long form writing.

Students use details and examples from the texts to explain explicit ideas and make inferences. There are also opportunities for students to develop opinions and analysis supported by evidence.

Writing units teach the writing process and act as a culminating activity at the end of each unit. Students practice all stages of the writing process and use the read-aloud texts as a mentor.

Writing units include narrative, expository, persuasive, and argumentative writing. These units can be downloaded from the writing page.

The Assessment and Intervention Guide inspires teachers as they build assessments into their daily instruction. Formative assessments take the lead, empowering teachers to make instructional decisions, place students accurately in texts appropriate to their level and interest, and provide explicit feedback to move learners forward.

The goal of reading instruction is not only to help students gain comprehension skill, but to ignite their interest and motivation to read.