Families are essential in building a love for reading and instilling a
joy for practice. The East Greenwich School District encourages families
to engage in 20 minutes of reading with their children. Children should
be encouraged to read books on their independent level when reading
alone. Children may enjoy texts read aloud to them that are above their
1. Independent Reading Level. This is considered easy reading. In oral reading, a child would have 1 or less word calling errors in 100 words of text, with 100% accuracy on comprehension questions about the story. A student could read it alone with ease.
2. Instructional Reading Level. This is the best level for learning new vocabulary. It requires the assistance of a teacher or tutor. The word error range allowed while reading orally to the teacher is from 2 to 5 word calling errors per 100 words of text (95% accuracy or better), with at least 80% comprehension on simple recall questions about the story. This is where the best progress is made in reading. Children who are forced or permitted to attempt reading beyond the 5-word error limit soon begin to feel frustration when in an instructional setting.
3. Frustration Reading Level. This is too hard for the reader. Word errors are over 5 per 100 words of text. Comprehension questions are below 70% accuracy. Unfortunately, teachers sometimes allow this to happen, especially when the words missed are basic vocabulary sight words, such as "was" for "saw" and "what/that." The practice of having young children work in frustration level reading materials is not professionally sound. It is, however, all too often observed in the classrooms of well-meaning teachers. A question often asked by teachers who begin to use the reading system described here is: "How do you know when a child has made a word calling error?"
A Personal Literacy Plan (PLP) is a plan of action used to accelerate a student's learning in order to move toward grade level reading proficiency.
A problem-solving approach is used to develop this plan in order to determine specific needs, establish short-term student goals, and set the course of action. The cycle of student support follows:
Diagnose, Analyze, and Validate Need(s)
Design Intervention Plan
Review Progress Monitoring Data
Implement Revised/Modified Intervention
Use Assessments to Determine Discontinuation or Need for New Intervention
This process is inclusive because it involves teachers, parents, administrators, and other staff members. Parents may choose not to participate with home support; however, they may not decline a PLP for their child.