Reading First

Reading First is designed to equip elementary school teachers (grades 3-6) with a number of powerful literacy strategies that teach students how to be independent, strategic readers. Although writing is a key component to this training, the emphasis is on reading. Students must learn how to read silently, read carefully, and read with purpose. This training builds a foundation of knowledge that teachers can use to help deliver effective reading instruction and to help students become more critical readers and thinkers.

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How it helps
Our literacy instruction should meet students where they are. As students transition from "Learning to Read" to "Reading to Learn," they will need practical strategies to help them read and write with greater proficiency. We also know that students will need strategies to help comprehend and analyze non-fiction texts as they advance into upper elementary and middle school.
Literacy Skills
Teaching Strategies
  • Summarizing Information
  • Summary Sentences
Collaborative Work

Training Resources

Participants will receive the following
 
 
1 year of access to the TA (Teacher Assistant)

Delivery

On-site Training
2 Days/12 Hours
Hands On Workshop
Limited to 40 Participants

Literacy Standards In Action

We've mapped our literacy lessons and reading, speaking, and writing skills to state standards, Common Core, and NGSS. The standards are "the what" to teach. Our lessons are "the how" to meet the expectations defined by the standards. Click on the links below to view our quick reference table that maps standards to literacy lessons.

NGSS
IN ACTION COMMON CORE
IN ACTION STATE STANDARDS
IN ACTION
R1
Read closely to determine what the text says explicitly and to make logical inferences from it; and cite specific evidence when writing or speaking to support conclusions drawn from the text.
R2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
R4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
R8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
W2
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
W9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
L1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L6
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
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