Title I

Our Mission:

To help students gain the skills and confidence needed to become a strong, independent reader while gaining a love and appreciation for books.



What is Title One Reading?

Title One Reading is a program designed to work with students in small group settings to help them improve phonetic skills, speed, accuracy, and comprehension needed to become a strong, independent reader.

Why is my child in Title One Reading?

Your child has been placed into Title One Reading because they tested below grade level in reading and/or phonetic skills. Students are chosen based upon DIBELS test scores and teacher evaluations.

What do you work on in Title One Reading?

Depending on your child’s age, we work on the phonetic skills needed to read including speed, accuracy and comprehension. A typical day in Title One consists of 5 minutes of sight words, 10 minutes of phonetic/reading skills, 15 minutes of out-loud reading. We try and teach them in ways that are enjoyable and fun, helping students gain a love for books and for reading.

How can I help my child improve in reading?

Read, Read and Read some more!! The more your child is reading and exposed to books, the stronger they will become. We encourage children to read at least 20-30 minutes a night. Depending on your child’s grade level and individual ability, you can do activities with them to help them gain the phonetic skills needed to become a stronger reader.  It is very important children not only receive extra support at school, but extra support and help at home. We have attached numerous links with activities to help you work with your child. Your child’s teacher as well as your Title One Reading group teachers are always happy to sit down with you and discuss ways to help your child become a stronger reader.

What if my child dislikes reading?

We find that many times when children dislike reading, it’s because they struggle with it and find difficulty in it. The stronger a reader your child becomes, the more they will enjoy it. We want students to grow a love and appreciation for books. Find out what your child is interested in. What kind of books do they enjoy? Help your child gain access to books that interest them, whether at home or through the library. Read with your child, even if they are independent enough to read on their own. If you are excited about what they are reading and show an interest, your child will gain a greater desire to read. If you find that your child still gets upset when asked to read, please contact either your child’s teacher or the Title One Reading teachers and we will help give you ways to make reading fun and enjoyable.



Ideas for reading with your child:

  1. Choose the right book using the “five-finger rule.” Have your child open the book to any page in the middle of the book and read that page. Each time she comes across a word she does not know, she should hold up a finger. If she gets to five fingers before she finishes reading the page, the book is too hard. If she doesn’t hold up any fingers, the book is probably easy for your child and can be used to build reading fluency. If she holds up two or three fingers, the book is likely to be at a good level for her reading to grow.
  2. Use sound strategies to tackle a new word.
  • Ask your child to sound out an unknown word. Look at the letters in a difficult word and have your child pronounce each sound, or phoneme. Then see if he can blend the sounds together to pronounce the word.
  • Help him memorize irregular words. Explain that words like where, hour, or sign are hard to sound out since they don’t follow normal sound patterns. Point these words out when you’re reading to help your child learn to recognize them on his own.
  • Use suffixes, prefixes, and root words. If your child knows the word day, guide him to define new words like yesterday or Similarly, if he knows what pre- means, it’s easy to learn new words like prepare or preschool.
  1. Use the story to help your child learn.
  • Ask your child what word or idea would make sense in the plot of the story when she gets stuck on an unfamiliar word.
  • Encourage your child to look at illustrations, pictures, titles, or graphs to figure out the meaning of new words.
  1. Give support and encouragement.
  • Challenge your child to figure out new words, but always supply the word before he becomes frustrated.
  • After your child has read a story, reread it aloud yourself so that he can enjoy it without interruption.
  1. Be a good role model. Let your child see you reading, and share your excitement when you enjoy a great book of your own.
  2. Make reading a priority. Whether it’s 10 minutes every night before bed or an hour every Sunday morning, it helps to set aside a specific time for reading. This kind of special “together time” can go a long way toward getting your child interested in books.
  3. Create the right atmosphere. Find a quiet comfortable place to listen to your child read. While you don’t need to build a special reading nook, it helps to ensure that, even in a busy home, there’s a quiet place for reading.
  4. Make reading fun. Kids may not get excited about the idea of quiet time spent curled up on the couch. Why not make it fun by turning reading sessions into impromptu theater performances? Play around with funny voices to impersonate animals or unusual characters in stories. You’ll get to release some tension, and your child will learn to think of reading as fun rather than work.
  5. Keep reading aloud to your child. Don’t stop reading aloud to your child once she learns to read by herself. When you read to her, you let your child enjoy books that are beyond her independent reading level and build her vocabulary by exposing her to new words. Reading aloud is also a chance for you to model reading smoothly and with expression.
  6. Introduce new books. Each year there is one book that seems to steal the hearts and minds of all children. While it may seem like the only book your child wants to read, it’s important to remember that there are millions of books that will suit your child’s interests and capture his imagination. Use these resources to help your child find great books:





DIBELS Testing:

DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is a series of short tests that assess early childhood (K-6) literacy.

DIBELS testing is done throughout the school year. A beginning of year test is administered, a middle of year, and an end of year test. Between the DIBELS tests, we administer progress monitoring tests to help determine student’s growth and areas of improvement. Below is an overview of DIBELS testing so you can better understand what your child is tested on and how to help them:

**(insert picture that is on page 16 of the following link to the DIBELS Next Assessment Manual. It should be a chart entitled: fig. 1.2 DIBELS Next Benchmark Administration Timeline)



First Sound Fluency: Students fluency in identifying the initial (beginning) sounds in words.

Ex: ”Man”

/mmm/ is the first sound you hear in man

Letter Naming Fluency: A direct measure of student’s ability in naming letters, both lowercase and uppercase in no particular order.

Phoneme Segmentation Fluency: Student’s ability in segmenting a spoken word into its component parts or sound segments.

Ex: “Soap”

/s/ /oa/ /p/ are the sounds you hear in “soap.”

Ex: “flag”

/f/ /l/ /a/ /g/ are the sounds you hear in “flag.”

Nonsense Word Fluency: Assesses knowledge of basic letter sound correspondences and the ability to blend letter sounds into consonant-vowel-consonant (CVC) and vowel-consonant (VC) words. These are make-believe words that determine a student’s ability to recognize letter sounds and the ability to blend them vs. real words that students see all the time and memorize.

Ex: “mip”

Student is expected to read the word as a whole. If they can’t read it, they are expected to give any sounds they know.

/m/ /i/ /p/

Ex: “kif”

/k/ /i/ /f/

DIBELS Oral Reading Fluency: Student is given a grade-level reading passage and scored according to speed (how many words read in 1 minute), accuracy (how many words are read correct) and comprehension (what they can re-tell about what they just read).

Daze: Measures the reasoning process that constitutes comprehension. Students are given a reading passage where approximately every seventh word in the Daze passage has been replaced with a box containing the correct word and two distractor words. Students are expected to circle the correct word that fits the structure of the sentence.






The guide explained that on the trees are fruit as   as melons.





Links for Reading at Home:






If you don’t know your child’s login on Raz-kids, please ask your child’s teacher for his/her login information.



This link is especially helpful for younger children in identifying all their letters and letter sounds.



Links for road trips: Kids love them! Why not make road trips a fun learning experience for both you and your child!





We are so excited to work with your child in Title One Reading. It is so fun to see the excitement that the students are developing towards books and towards reading. Reading is such an important part of a child’s educational experience. The stronger they get in reading, the more strength they will gain in other academic areas. We are always happy to hear from parents. If you have any questions/concerns/suggestions, please don’t hesitate to contact us!

We will continually be adding new links, ideas, activities and suggestions to our Title One link on Valley Academy’s Website. Please check back frequently. J






539 N 870 W | Hurricane, UT 84737 | Phone: 435.216.4311 435.635.0772 fax: 435.635.6966