REACh    

 

                             

 

What is REACh?

REACh stands for Responsive Education for All Children.  It is a systematic way of creating a change process in a school.  AMS has chosen to focus on reading this year.  REACh will also help us with resource mapping which will lead us to RtI (Response to Intervention).  Parent involvement is another component of REACh that AMS will focus on in the future.

REACh Initiative

         

REACh Reading Resource

Everyone is a reading teacher, but not all teachers are trained in reading.  The REACh Reading Resource (ARRR! Binder) is a ring binder filled with different reading strategies covering a variety of reading strategies.

         

REACh Action Plan

The action plan question from the REACh grant is - If we develop a reading resource binder and train all teachers in grades 4-8 in its use, then will reading comprehension increase and 80% of 4-8 grade students meet their targeted RIT growth on the spring MAP assessments by May 30, 2009?  We are trying to meet this goal and help students be better readers.

         

Reading Strategies

Prior Knowledge - Readers activate what they currently understand or misunderstand about the topic and use this knowledge before, during, and after reading to clarify misconceptions and understand the text.

Vocabulary - The sum of words used by, understood by, or at the command of a particular person or group. 

Questioning - Readers ask questions about the text and the author's intentions and seek information to clarify and extend their thinking before, during and after reading.

Visualizing - Readers create images in their minds that reflect or represent the ideas in the text. These images may include any of the five senses and serve to enhance understanding of the text.

Making Connections - Readers relate what they read to personal experiences (text-to-self), to information from other text (text-to-text), and to information about the world (text-to-world) in order to enhance understanding of self, text, and life.

Inferring - Readers think about and search the text, and sometimes use personal knowledge to construct meaning beyond what is literally stated.

Summarizing - Readers identify key elements and condense important information into their own words during and after reading to solidify meaning.

Evaluating - Readers judge, justify, and/or defend understandings to determine importance based on stated criteria.

Synthesizing - Readers create original insights, perspectives and understandings by reflecting on text(s) and merging elements from text and existing schema.

Definitions taken from Into the Book website.