Reading/Language Arts

The Lynchburg City Schools’ Language Arts curriculum and pacing guides are based on the Virginia Standards of Learning for each grade level. Our focus on listening, speaking, reading, and writing promotes critical thinking skills in order to ensure that students are able to read and comprehend at the highest possible level across the curriculum. 

All students spend a minimum of two hours of uninterrupted instruction per day in reading/ language arts which includes a block of time for writing instruction. Reading classes in grades K-5 are heterogeneously grouped with individual needs being met through flexible small group instruction.

Students’ strengths and weaknesses in reading are assessed and analyzed every six weeks using DRA (Developmental Reading Assessment), progress monitoring assessments, and teacher-created language arts review (LAR). Teachers use these results to identify by student the skills that need to be reinforced and/or re-taught through small group instruction.

Direct instruction in reading focuses on the acquisition of the following literacy skills reading comprehension, vocabulary development, and fluency through reading aloud, dramatization, and book discussion using a variety of materials including but not limited to Harcourt Journeys, Harcourt Leveled Readers, Scholastic reading, Reading A to Z, Benchmark Guided Reading Program, LLI, and division approved supplemental trade books. Student progress is monitored through the use of running records, teacher-made tests and quizzes, and Lynchburg City Schools’ division benchmark assessments. Small group assignments and materials are adjusted according to student needs in order to provide both remediation and acceleration opportunities for all students. Title 1 teachers serve and monitor those students who qualify for the Leveled Literacy Intervention Program.

The master schedule supports a daily reading intervention block by grade level. During the daily intervention block, instructional assistants and classroom teachers function as a team to provide small group instruction to all students at that grade level on a daily basis. During this 40-45 minute period, students, in grades K-5, are grouped by instructional reading level and skill level with Title 1 teachers serving and monitoring those students who qualify for the Leveled Literacy Intervention Program. Small group assignments and materials are adjusted based primarily on the results of the running records in order to provide both remediation and acceleration opportunities for all students.

Classroom teachers utilize technology, including but not limited to Accelerated Reader, RAZ-Kids, and Study Island to target individual student needs in the area of reading.