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Best Practices

This document outlines best practices for improving reading ability among grade 3-4 pupils at San Isidro Elementary School. It describes 14 best practices for developing literacy skills, including explicit instruction in phonics, assessing to inform instruction, providing independent reading time, integrating reading and writing across subjects, and establishing literacy-rich classrooms. The practices aim to help pupils become proficient readers through understanding reading processes and applying comprehension strategies. Teachers are supported to align curriculum and instruction with research, while school heads ensure the right staff are in place to help struggling readers through intervention. The practices seek to establish literacy as foundational to learning with collaboration among pupils, teachers, and families.

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Merlyn Juarez
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67 views

Best Practices

This document outlines best practices for improving reading ability among grade 3-4 pupils at San Isidro Elementary School. It describes 14 best practices for developing literacy skills, including explicit instruction in phonics, assessing to inform instruction, providing independent reading time, integrating reading and writing across subjects, and establishing literacy-rich classrooms. The practices aim to help pupils become proficient readers through understanding reading processes and applying comprehension strategies. Teachers are supported to align curriculum and instruction with research, while school heads ensure the right staff are in place to help struggling readers through intervention. The practices seek to establish literacy as foundational to learning with collaboration among pupils, teachers, and families.

Uploaded by

Merlyn Juarez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department Of Education
Caraga Administrative Region
Division of Agusan del Norte
Carmen District
San Isidro Elementary School

Best Practices

I. TITLE:

SPRING UP THE READING ABILITY OF THE GRADE III-IV PUPILS


THROUGHOUT THE YEAR WITH THE HELP OF PARENTS AND TEACHER.

II. AUTHOR :

Grade III – IV Adviser

III. DESCRIPTION:
The success of any school wide initiative depends on securing
teachers’ support from the beginning, this team is composed of
carefully selected content-area teachers, administrators, and usually the
school reading coordinator. The team works with the principal to
identify current strengths and weaknesses in the school’s literacy
efforts, priorities for improvement, resources that can be applied, and
strategies to support change. They study together, plan together, and
lead together. This group gives the principal vital assistance in initiating
and supporting all the improvements that eventually produce a school’s
strong “culture of literacy.

IV. METHODOLOGIES/ STRATEGIES:

Best Practice 1: Explicit Teachers provide explicit instruction, build word


Word Analysis knowledge, and directly teach skills and strategies for
Instruction, Including word analysis (phonemic awareness, phonics, word
Phonics recognition, structural analysis, context clues, and
vocabulary).

Best Practice 2: Teachers routinely monitor and assess the reading levels
Assessment to Inform and progress of individual students. This ongoing
Instruction evaluation directs and informs instruction.

Best Practice 3: Teachers plan instruction considering three phases:


Instructional Planning before, during and after reading.

Best Practice 4: Teachers routinely self-reflect and collaborate on


Collaboration and instructional practices and student progress within
Reflection school and/or district.

Best Practice Teachers facilitate conceptual knowledge of English


5: Learning Standards Language Arts learning standards.

Best Practice 6: Students have opportunities for sustained reading (oral


Independent Reading and/or silent) every day to increase fluency and
vocabulary.

Best Practice 7: Variety Students have broad reading and writing experiences
of Genre (multiple genre and styles). Reading to students at all
grade levels is part of this broad experience.

Best Practice 8: Students have opportunities to read at their instructional


Appropriate level every day.
Instructional Levels

Best Practice 9: Reading Students have extensive opportunities to read for a


for Purpose variety of purposes and to apply what is read every
day. Discussion and writing are used by students to
organize their thinking and they reflect on what they
read for specific purposes.

Best Practice 10: Students are taught and given opportunities to apply the
Building Comprehension following comprehension strategies for constructing
Skills and Strategies meaning: making and confirming predictions,
visualizing, summarizing, drawing inferences, making
connections, and self-monitoring.

Best Practice Students are taught and given opportunities to use


11: Building Cognitive cognitive strategies to synthesize, analyze, evaluate and
Skills and Strategies make applications to authentic situations.

Best Practice 12: Reading and writing are integrated and used as tools to
Integration support learning in all curricular content areas.

Best Practice 13: Literacy rich environments display words and print
Literacy Rich everywhere, provide opportunities and tools that engage
Environment students in reading and writing activities, and celebrate
students’ reading and writing efforts. Each classroom
has an extensive collection of reading materials with a
wide range of high-interest fiction and non-fiction books
at developmentally appropriate reading levels which
motivates and supports reading and writing. The room
design supports whole group, small group and individual
instruction.

Best Practice 14: Families, communities, and schools collaborate to


support literacy development of students at home and
School / Family / school.
Community Partnerships

V. SIGNIFICANT CONTRIBUTION:

PUPILS:

Children learn to a variety of skills and strategies in order to


become proficient readers. They need to understand what reading is
about and how it works that what can be spoken can also be written
down and read by someone else. This is allowing the children to read
with increasing enjoyment and understanding.

TEACHER:

Literacy is the cornerstone of all learning. In each subject area,


the ability to read and produce written material is of the highest
importance. Supporting the development of capable readers at every
level is our goal as educators, parents, and as a community. In order to
ensure that all students are reading well by the end of third grade,
curriculum, instruction, and assessment need to be aligned with current
research-based practices.

SCHOOL HEAD:

An important key to success in any organization is having the


right people in the right places. A key staffing challenge for literacy
initiatives is finding the right people to provide intervention support for
struggling readers. This usually involves thinking in new ways about
school staffing resources, and frequently involves offering professional
development and acquiring better instructional materials to support
reading intervention classes.

Prepared by:
MERLYN F. JUAREZ
Teacher
Noted by:

ZYLPHA G. GUMADLAS
School Principal I

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