It is the core belief of the Anna Jarvis Elementary Schools' educational family that  " All Children Come First."  By establishing this belief, it is our goal to bring all children to mastery and beyond in the attainment of the high-quality State Content Standards.  To ensure that each child's potential is maximized, Anna Jarvis Elementary has designed a schoolwide plan that will ensure the following:  1). Instruction is provided by highly-qualified teachers.  2). High-yield instructional practices that are scientifically-research sound are utilized to ensure acceleration for all children in reading, especially for thise children who are identified as low performing. 3). The responsibility of a child's ability is shared among home, school and the community.  4). Children are provided an education in a safe and secure learning environment.
     To that end, the framework outlined below illustrates information gleaned from an in-depth needs assessment and a vast amount of research that supports the Balanced Literacy Approach to teaching reading at Anna Jasrvis Elementary.
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Early Intervention:  Anna Jarvis faculty and staff give support to the most at-risk students grades PreK-4 with a continued emphasis onintervention at grade 1 followed by grades 2, 3, and 4 consecutively thriogh an in-class model.  Lessons will be customized in accordance to <>children's instructional needs (differentiated insturction.)  Teachers will utilize flexible grouping, ongoing assessment of students, and adjustment of instruction, based on the assessment.

<>Read Aloud:  Anna Jarvis teachers and staff will model good reading behaviors, elements of fiction and nonfiction, author's purpose, etc., through reading aloud a variety of genre to students in grades PreK-4.

<>Shared Reading:  Anna Jarvis faculty and staff will provide reading instruction to students in grades PreK-4 through shred reading (utilization of enlarged text that all children can see, the teacher involves children in reading together such things as big books, poems, songs, daily news, etc.)  A variety of reading strategies and language skills are taught through shared reading.

<>Guided Reading:  Anna Jarvis faculty and staff work with students in a small group setting to address reading instruction based on each child's instructional level.  The various essential reading components (phonemic awareness, phonics, vocabulary, fluency and comprehension of text), as identified in the National Reading Panel Report, are adddressed through the utilization of guided reading materials for all children in grades K-4 with the primary emphasis at grade 1.

Independent Reading:  Students must be given opportunities to practice the skills necessary to achieve independence and be self directed learners.  To facilitate this, teachers will provide the necessary skills, strategies and time needed to help children to develop speed and accuracy.  Through daily independent reading opportunities, children are provided time to read a wide-range of materials that are appropriate for each child's instructional level.

<>Shared Writing:  Teachers and children compose messages and stories that are written using a "shared pen" technique that involves children in the writing.  A variety of writing and reading strategies are utilized to address the instructional needs of all childre.

<>Guided Writing:  Teachers engage children in mini-lessons and conferences to address writing needs in a setting that will address the acceleration of learning for all children.

<>Independent Writing:  Teachers will assess students' needs by analyzing sample writings.  Then teachers will engage students mini-lessons to address students' spelling, writing, and language needs in a setting to address the acceleration for all children, especially the low performing child.

<>Word Work:  Students in grades K-4 are actively involved learning the principles of phonics and spelling in word work mini-lessons.

     Title I teachers, classroom teachers, other staff and parents work closely together to ensure each child's school success.

PARENT TIPS:
Research shows that phonological awareness (rhyming words, clapping syllables in words, clapping words in sentences, reciting nursery rhymes and chants) plays a more important part in reading success than a child's I.Q.

Give your child the precious gift of time by reading to him/her or listening to her/him read.

For more information about Title I at Anna Jarvis contact: