Early Literacy Intervention: Goals of the Lesson Components

Rereading Familiar Texts: Goals

Students will:

• have opportunities to learn and practise how to read in a phrased and fluent manner, in

order to enable them to attend to and comprehend the message;

• select and reread easy familiar texts (95%+ accuracy) daily, in order to practice the

smooth orchestration of all those behaviours and problem-solving strategies necessary for

effective reading;

• have a weekly opportunity to read individually (while the teacher completes a running

record of reading behaviour), in order to enhance their effective use of reading strategies

through carefully selected teaching and praise points.

Phonemic Awareness, Phonics and Word Work: Goals

Students will:

• learn to apply their knowledge of letters, sounds, and words successfully on continuous

text, in order to become independent and strategic readers and writers;

• gain control of letters in their entirety: discrimination, identification, formation, and

sound/symbol correspondence, in order to become independent readers and writers;

• develop a bank of high frequency sight words in reading and in writing, in order to read

and write with fluency, flexibility, and independence;

• learn how to use known words to get to new words, in order to become independent and

strategic readers and writers;

• learn how to construct words, break letters out of words & take words apart with flexibility,

in order to become independent and strategic readers and writers.

Guided Writing: Goals

Students will:

• be guided through successful experiences in writing, in order to develop self-confidence as

writers and to foster a willingness to take the risks necessary to express their ideas in print;

• have opportunities to converse, generate ideas orally, and learn how to compose a

comprehensible message, in order to convey their thoughts clearly to others;

• gain a greater understanding of how to use the conventions of print, in order to have their

messages clearly understood by the reader;

• have opportunities to learn how to use key writing strategies (e.g., hearing and recording

sounds in words, using analogies, taking high frequency words to fluency), in order to

develop greater control in writing new words;

• have opportunities to learn how to compose and transcribe ideas which over time, increase

in length and complexity, in order to write more elaborate, coherent messages.

Guided Reading: Goals

Students will:

• have opportunities to learn how to use reading strategies (self-monitoring, searching,

cross-checking, self-correcting) successfully on instructional level texts, in order to

become effective, independent problem-solvers on increasingly complex texts;

• have opportunities to integrate all sources of information (Meaning, Structure, and Visual

information) on continuous texts in order to become effective, independent problemsolvers

on increasingly difficult texts;

• have opportunities to talk, read and think their way through texts, reflecting upon and

conversing about the story, in order to deepen and enhance their comprehension;

• be guided through successful experiences in reading for meaning, in order to develop

self-confidence as readers and to foster a willingness to take the risks necessary to become effective readers.