Elementary schools in Osseo Area Schools use a balanced literacy approach to instruction within a reading and writing workshop model. This approach uses a gradual release of responsibility in which teachers first explicitly model and directly teach phonemic awareness, phonics, decoding and comprehension strategies through focused lessons. Then, they support students as they acquire these skills and strategies through small group or guided reading instruction. Finally, teachers provide independent practice in authentic reading with accountability to ensure that students are applying the strategies.
According to The International Dyslexia Association, dyslexia is characterized by: “difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities”. Additionally, it is stated that “with the right instruction, almost all individuals with dyslexia can learn to read.” Students with dyslexia need direct practice reading and writing words that contain the phonics patterns. This type of explicit, systematic phonics and word work is provided through core instruction as well as through appropriately chosen interventions, as needed. To ensure mastery, teachers monitor students’ development and application of these word reading skills.
As part of the Osseo Area Schools Local Literacy Plan, every elementary student is screened in the fall, winter and spring in order to identify any possible reading difficulties. Literacy screening measures help indicate if a student has or has not acquired grade level reading skills. If a student has not successfully attained grade level skills, teachers use multiple measures to analyze student needs and determine appropriate instructional support and/or formal interventions.
