Reading Instruction at OMS
Students that score a level 1 or 2 on the reading portion of the FCAT are scheduled into a reading class. (Students that do not have an FCAT score are screened to determine whether a reading class is necessary.) The reading classes are designed to provide effective instruction along with individualized attention by utilizing technology (SuccessMaker), working in small group rotations, and frequent monitoring of progress.
Reading Courses Offered at Osceola Middle School
Provides intensive intervention for students in Grades 3-Adult who are reading below grade level. This program delivers tightly sequenced, carefully planned lessons that give struggling students the structure and practice necessary to become skilled, fluent readers and better learners. Four levels for decoding address the varied reading deficits and skill levels found among older students. For more information click on the following link: Corrective Reading.
Decoding Level A
Teaches nonreaders sound-spelling relationships explicitly and systematically, and shows students how to sound out words. Students are first taught the connection between sound-spelling relationships through regularly spelled words. Then irregular words are introduced. Later, sentence- and story-reading activities are used to teach students to apply their newly learned strategies in real contexts.
Decoding B1 and B2
Word-attack skills are refined and applied to more sound-spelling patterns and difficult words. These skills are applied in stories designed to correct mistakes the poor reader typically makes.
Students are introduced to new words and word types, phonemic relationships, long and short vowel sounds, new sound combinations, and new word endings. They apply their discrimination skills by reading stories of increasing length and with more complex syntax, then answering comprehension questions both orally and in writing.
Bridges the gap between advanced word-attack skills and the ability to read textbooks and other informational material. Students learn more than 500 new vocabulary words and read a variety of passages, from narrative to expository, with fairly sophisticated vocabulary. To prepare them to read in all content areas, Decoding C introduces sentence types and conventions that are typical of textbook materials.
Is a comprehensive reading intervention program for struggling readers in grades four through twelve. The goals of the program are to increase students’ decoding, fluency, vocabulary, comprehension, and writing skills. A typical class period begins with whole group, teacher-led instruction. A brief, engaging video sets the stage for instruction by building background knowledge for the theme and the three stories of the workshop. The issues-based content of each workshop provides real-life accounts of people that serve as a motivational piece for students. Vocabulary, word analysis strategies, and one specific comprehension strategy are explicitly taught.
Group discussions involve questions that link to the workshop theme. Students are instructed in the key writing types that directly relate to their readings, such as narrative, expository, descriptive, persuasive, and literary response. During shared reading, the teacher models fluent reading. After this, students begin three different, small group rotations: one teacher-led group, one technology-based group, and one independent reading group.
Small group, teacher-led instruction provides students with differentiated levels of support by teaching, reinforcing, and extending skills introduced during whole group instruction. This is a time for teaching and extra practice in phonics, fluency, reading, vocabulary and word study, comprehension and writing skills.
Students in the topic software group receive customized, technology-based instruction in four different areas: the Reading Zone, the Spelling Zone, the Word Study Zone, and the Success Zone while a supportive audio mentor offers corrective feedback and encouragement. For more information click on the following link: Read 180
During the 50-minute reading period, students use Great Source materials to improve their reading skills. As students read text, teachers model before, during, and after reading comprehension strategies. Students respond to literature, retell information, and write about what they read.
Once a week, students try to build up endurance by reading longer passages of text and answering questions about them. There are classroom libraries with many fiction and non-fiction books for students to choose from. Independent reading time is allotted and encouraged.