Secondary Reading
In This Section

High School Reading

Reading Belief Statements
  • Learning to read is a lifelong process for everyone.
  • Students need extensive opportunities to read: quantity and practice and make better readers.
  • Students need access to a wide variety of reading materials at their independent reading level in all subject areas.
  • Students are more motivated to read when they have genuine choice of materials and an understanding of the purpose for reading specific materials.
  • Students become better readers by writing about and discussing what they're reading.
  • The reading classroom should become a community where people read, write, talk and create together and respect each other's ideas.
  • Students should receive instruction that models and builds reading skills in order for students to read increasingly complex materials.
  • Students need explicit instruction in reading comprehension strategies and vocabulary development.
  • Technology can be an effective tool to enhance reading competency and to motivate students.
  • Students need to hear powerful reading by fluent readers.
  • Various and multiple assessment tools, both formative and summative, are needed to identify students' needs and monitor progress.
  • Striving readers need a focused intervention program taught by a licensed reading teacher to help them accelerate their reading progress.
  • Support for reading needs to be embedded in all content areas.
  • Ongoing professional development for teachers in all content areas is essential to develop confident, competent readers.
  • The reading teacher working in collaboration with other school staff is critical in establishing a school focused on literacy.

Action Plan
  • A reading consultant was hired to coordinate the high school reading program.
  • Individual and group meetings are being held with all high school reading teachers.
  • Materials were ordered to enhance classroom libraries and to expand the nonfiction resources to support content area reading.
  • Enrollment figures have been examined to determine students currently being served by reading instructors.
  • Reading belief statements have been articulated
  • Expectations for instruction are being articulated focusing on reading strategies, vocabulary development, independent reading, motivation and varied responses to texts.
  • Common course titles and descriptions have been determined: Literacy 9, Literacy 10, Literacy 11, Literacy 12 and the course descriptions written.
  • Common classroom level assessments will be chosen.
  • Professional development for reading teachers is being conducted.
  • A website and moodle for high school reading teachers is being developed.
  • Connections between the reading program and ELL, Special Education and English Language Arts have been established.
  • The curriculum and guidelines for the summer school reading course (ALC) are being developed.
  • Recommendations were presented to high school principals for the 2010-2011 school year.

Guiding Principles: Principles of Learning
  • Organizing for Effort
  • Clear Expectations
  • Fair & Credible Evaluations
  • Recognition of Accomplishments
  • Academic Rigor in a Thinking Curriculum
  • Accountable Talk
  • Socializing Intelligence
  • Self-Management of Learning
  • Learning as Apprenticeship