Kindergarten

  • 6 units through the year (1-6), 36 weeks of instruction. Reading is presented as Read Alouds or Big Books. One phonemic awareness and phonics skill is introduced a week.
  • Grouped instruction can include My Skills Buddy, phonics stories, decodable readers, ELL Readers, ELD readers, emergent readers, on-level readers, and independent readers.

Grade 1

  • 6 units throughout the year, 36 weeks of instruction, starting with Unit R (Readiness), which reviews all letter sounds and names taught in K.
  • Each week begins with shared literature with the Sing with Me Big Book for oral vocabulary.
  • A decodable reader is used to introduce the phonics skill of the week.
  • Two phonics skills are addressed per week in addition to the continued development of phonemic awareness skills with the “Let’s Listen For” lesson.
  • Grouped instruction can include decodable readers, below level readers (for students 1.5 years below), on level reader (for students 6 months below to on-level), and advanced readers (for students needing a challenge), ELL and ELD readers.

Grade 2

  • 6 units of instruction. Units 1-6 have 5 weeks of core instruction with 1 week of review in each, for a total of 30 weeks of instruction with 6 weeks of review in the school year.
  • Each week begins with shared literature using the Sing with Me Big Book for oral vocabulary and a decodable reader to introduce the phonics skill of the week.
  • One phonic skill is introduced per week in addition to the continued development of phonemic awareness skills in the “Let’s Listen For” lesson.
  • The decodable reader is followed by the main selection where the phonics skill is practiced.
  • Grouped instruction can include decodable readers, below level readers (for students 1.5 years below), on level reader (for students 6 months below to on-level), and advanced readers (for students needing a challenge), ELL and ELD readers.

Grade 3

  • 6 units of instruction. Units 1-6 have 5 weeks of core instruction with 1 week of review in each, for a total of 30 weeks of instruction with 6 weeks of review in the school year.
    • One phonics skill is introduced a week in addition to continued development of phonemic awareness skills with the “Let’s Listen For” lesson.
    • The decodable reader is followed by a main selection where the phonics skill is practiced for students who still need support with decoding.
    • One comprehension skill and one strategy are introduced each week.
    • One vocabulary strategy is introduced each week.
    • Direct instruction for the target comprehension skill and strategy, and the vocabulary strategy is followed by practice with connected text following the Gradual Release Model (I do, we do, you do). These skills and strategies are introduced before reading the main selection.
    • A spiral of review of all skills and strategies occurs throughout the year.
    • The paired selection incorporates Science/Social Studies in Reading to provide students opportunities to read across genres, specifically informational texts found on standardized tests.
    • Grouped instruction can include decodable readers, below level readers (for students 1.5 years below), on level reader (for students 6 months below to on-level), and advanced readers (for students needing a challenge), ELL and ELD readers.

Grades 4-6


  • 6 units of instruction. Units 1-6 have 5 weeks of core instruction with 1 week of review in each, for a total of 30 weeks of instruction with 6 weeks of review in the school year.
  • One comprehension skill and one strategy are introduced each week.
  • One vocabulary strategy is introduced each week.
  • Direct instruction for the target comprehension skill and strategy, and the vocabulary strategy is followed by practice with connected text following the Gradual Release Model (I do, we do, you do).
  • A spiral of review of all skills and strategies occurs throughout the year.
  • The paired selection incorporates Science/Social Studies in Reading to provide students opportunities to read across genres.
  • Grouped instruction can include decodable readers, below level readers (for students 1.5 years below), on level reader (for students 6 months below to on-level), and advanced readers (for students needing a challenge), ELL and ELD readers.

**Adapted from the Reading Street Administrator Manual
__

Advice, instruction outlines, and classroom observation notes

Visit Melissa's Goolge Documents for additional information
Kindergarten RS Sample Outline-schedule.doc
1st Grade RS Sample Outline-schedule.doc
2nd Grade RS Sample Outline-schedule.doc
3rd Grade Template.doc
3rd Grade Reading Street Schedule 2011-12.pdf
90 min block schedule.pdf (3 Different Schedules)

Implementation Documents and Tools

Reading Street Power Points

Centers and Stations PowerPoint from PD

Find your AIMSweb Reading Street Report


This will help you find your way through the digital path


Follow the steps below to download decodable readers

Reading Street Research

The Big 5 Foundational Skills of Literacy

Phonemic Awareness
Alphabetic Principle (phonics)
Fluency
Vocabulary
Comprehension

Reading Street Writing








Helpful websites:

http://www.scottsboro.org/~flewis/SF%20Reading%20Street/Reading%20Street%20Teacher%20Resources.htm

Centers and Organization:

1st grade:

First_Grade_Center_Ideas
Ideas for center topics



First_Grade_Center_Ideas_#2
Materials for centers



Kindergarten_Unit_Organization
K materials organized by unit/story (includes ALL materials)

Picture1haslett_rs_second_grd.jpg
Picture2haslett_rs_second_grd.jpg
Second Grade Unit Board and Center Organization.

Picture3haslett_rs_second_grd.jpg
Second Grade Leveled Reader Organization