Scholastic F.I.R.S.T. Logic Model
Problem Statement: Provide students with a developmentally appropriate, adaptive, and highly personalized program to build solid foundational reading skills to become confident readers.
Underlying Conditions: Students consistently and regularly use Scholastic F.I.R.S.T.
INPUTS
ACTIVITIES
OUTPUTS
OUTCOMES
SHORT-TERM
LONG-TERM
Teachers incorporate program to: - Use progress reports to gain insight of students’ skills proficiency and monitor usage; - Supplement classroom instruction; and - Use reports to inform and/ or differentiate classroom instruction. Students have opportunity to: - Gain access to an adaptive, personalized learning environment that maintains interest and engagement; - Receive additional practice and reinforcement of foundational reading skills; - Access text that mimic oral language; - Engage with audio narration with text highlighting to provide diverse readers different entry point to literacy; - Acquire strong oral based language skills; and - Practice newly acquired knowledge and skills.
Teachers use F.I.R.S.T. to: - Support student use by incorporating independent learning regularly and consistently 3x/week for 20 minutes/session into their weekly instructional practice; and - Access student reports to monitor real-time usage, proficiency, and phonological skill data.
Scholastic F.I.R.S.T. provides adaptive, personalized learning to build solid foundational reading skills (phonemic awareness, phonics, vocabulary, fluency, and comprehension) to support students in becoming confident readers. Content is developmentally appropriate across every activity, at every level, and provides actionable data in real time. Additional instructional materials and resources are available for students to complete with teachers or with a parent to reinforce phonological awareness skills.
Teachers: - Adjust their classroom instruction in real time by using data on students’ reports to differentiate instruction; and - Adjust classroom instruction using data on students’ skill development to assess and group students. Students: - Auditorily recognize all 44 phonemes; - Identify lower and uppercase letters; - Identify initial and final consonant sounds in CV/V/ CVC words and syllables, as well as vowel sounds in CVC words and syllables; - Acquire letter-sound correspondence; and - Segment and blend syllables and words in CV/VC/CVC words and syllables.
Teachers strengthen teaching practices in building foundational reading skills and using data to support classroom instruction. Students exhibit increased phonemic awareness skill and reading achievement.
Students use F.I.R.S.T. to: - Receive adaptive and
personalized instruction 3x/ week for 20 minutes/session; - Train their brains to hear at the phoneme level; and - Develop phonemic awareness and phonological skills through a purposeful learning cycle (guided phonological activities, reading for comprehension, and free choice).
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