Topic: Daily Lit Bit

Comprehension is even more powerful when students have the opportunity to discuss their reading or to use writing or drawing as a tool to reflect on it.

Our ultimate goal as teachers is to help each student in our schools become a reader who loves books and all they have to offer.

Reading is more than basic decoding competency. It has the potential to nourish the intellect, the emotions, and the spirit.

Guided reading is a way to help readers work on the “cutting edge” of their learning. You select a text that is just a little harder than students can read independently but that provides enough support so they can process this challenging text successfully with your support.

Interactive read-aloud provides a rich foundation of texts on which you can build much teaching and learning.

Choice breeds engagement. As they come to know themselves through the reading material they select, your students will become aware fo their own tastes and preferences and will see themselves as readers.

The more students read for authentic purposes, the more likely they are to make a place for reading in their lives.

The act of comprehending a text occurs before, during and after reading.

Intervention in kindergarten makes it possible for initially low-achieving children to start the next year with a strong foundation for literacy learning.

When you intervene early, the chances of closing the gap between below-level and on-level performance are far greater.

Each book in the Leveled Literacy Intervention system is carefully designed, analyzed, and sequenced to provide enough support and a small amount of challenge so the reader can learn through the text and make small steps toward grade-level goals.

The act of comprehending a text occurs before, during, and after reading.

Listening, reading, and responding are always taking place in the literacy classroom.

Leveled Literacy Intervention is a scientifically-based system that is designed to prevent literacy difficulties rather than correct long-term failure.

Providing accessible texts is one of the most important factors in creating a setting in which a student can read with fluency and phrasing.

Our goal for all readers is independence in smoothly processing texts.

We want students to enlarge their worlds through a variety of rich texts.

We want our readers to bring everything they know during discussion of the text.