Foundations & Frameworks

 

“Best Practices” is provided to the leadership of schools as a guide to help assess successful implementation of Foundations & Frameworks. This resource is based on the six foundational principles of Foundations & Frameworks. We use “Best Practices” and the Foundations & Frameworks Evaluation Rubric as resources for ongoing professional development

 

Teaching children to read is a responsibility we take very seriously.
  • Effective reading instruction requires sufficient instructional time. Ninety minutes (75 uninterrupted minutes) is devoted daily to reading instruction.
Reading is developmental, and therefore requires tailored instruction.
  • High expectations and accountability exist for every child.
  • Small groups allow for meaningful interaction with every child. The teacher meets with each small group every day.
  • Every child participates in every aspect of the instructional methodologies.
  • Instructive feedback serves a significant role in assessment.
  • There must be an instructionally sound match between the child and the text.
  • Communication with parents exists that focuses on student achievement, development, and instructional needs.
  • Ongoing professional development relating to Foundation & Frameworks is a focus of the administration.
Phonemic awareness, phonics, and fluency are essential components of reading instruction.
  • Phonemic awareness must be a part of early reading instruction and precede phonics instruction.
  • Phonics is taught explicitly and through multiple modalities.
  • Early reading instruction is guided by a defined scope.
  • Phonics instruction moves from isolated sounds to isolated words to connected text to real literature on a daily basis.
Independent comprehension is the goal of reading instruction.
  • The processes of thinking that enable reading comprehension are taught explicitly and modeled for students.
  • Guided and independent practice of thought processes occur daily.
  • Time is allotted for sustained silent reading, which builds fluency and allows for additional practice of comprehension skills.
Reading comprehension is complex; it must be taught.
  • Reading comprehension instruction is guided by a progressive scope.
  • Visual tools are used during instruction, independent practice, and small-group to aid thought and improve comprehension.
  • Literature used in instruction fits the skill being practiced and the readability level of the child.
  • Transfer of comprehension skills to other texts is practiced.
Reading and writing share some common processes; development in one positively impacts the other.
  • Writing connected to the reading assignment is evident in student SPECS Logs (i.e., summarization statement of the key visual tool and reflective responses following each unit).