At the beginning of the 2018-2019 school year, with a typical grouping of students, 78% of my students assessed below grade level in reading comprehension and fluency using the Fountas and Pinnell (2011,2008) Benchmark Assessment System 2. Forty-two percent of my students assessed two or more years below grade level in reading.
Research informs us that the number one way to improve reading is by reading!
According to data, 88.6% of the students in my district are eligible for free breakfasts and lunches as of the 2015-2016 school year. The district is designated as high poverty; all three schools in the district provide free lunches and breakfasts to all enrolled students.
Teachers in the school district are expected, supported, and encouraged to engage all students on deep and meaningful levels, across subjects and curricula. While test scores are important, knowing and seeing students holistically and in context is at the core of our mission. The School District Operating Principles start off stating:
As an educational community, we know children learn when they have a personal connection to or interest in what they are learning and can see how it applies in the world in which they live.
My students love reading. This year already my students have read 156 independent books. They groan and moan when I ask them to stop reading.
My students are offering book suggestions to each other, along with encouraging each other to meet independent reading goals.
The level of literary discussion this year rivals the conversations I have with my friends in my own book club. I want to replicate authentic reading for my students in as many ways as I can.
The addition of Bistro Seating into my classroom will give my students another way to sit back and discuss all the books they love so much.
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