FISD recognizes the importance of developing proficient readers and writers in the early years. The elementary literacy program is best characterized as a balanced program, including the following components: teacher read aloud, shared reading, word study activities, guided reading, strategy groups, independent reading, modeled writing, shared writing, and independent writing.

While, comprehension is our ultimate goal for readers and writers, the metacognitive strategies (process fluency standards) are also embedded and taught within all content areas. The strategies include: purposes of reading, asking and responding to questions, monitor and adjust comprehension, make inferences, summarize information, and making connections to our own experiences.

Our philosophy also integrates fluent reading skills, building background knowledge, vocabulary development, oral language skill development, making reading-writing connections, and helping students acquire a repertoire of strategies to use.

The district’s spelling philosophy supports direct spelling instruction with embedded opportunities for the authentic application of learning through writing. The goal of all spelling instruction is to develop independence, fluency and accuracy in writing. FISD recognizes that a quality spelling program equips students with strategies for spelling words independently and for monitoring and proofing personal writing.

In reading, students will interdependently use their metacognitive strategies across all content areas. Teachers use a variety of formative assessments to monitor learning and adjust instruction.

Students develop their own writing “voice”, and teachers utilize holistic rubrics for scoring writing selections. Writing workshop, academic journaling, and self-editing are all integral parts of the FISD writing program.

Critical features of the program include individual student assessment, literacy based professional learning for teachers, and the implementation of research based instructional strategies.

For the student in need of additional literacy support, the district offers:

• Leveled Literacy Intervention Program, for students in grades K-5 who are at-risk in general reading development.

• Texas Scottish-Rite’s Take Flight Program, for students educationally identified with dyslexia. Questions about the dyslexia program may be directed to Cherie Howell, Dyslexia Coordinator, 469.633.6889.

Differentiation allows for each student’s individual instructional need to be met. This is done by blending small group instruction, one on one instruction, and independent reading and writing time within the workshop model.