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Literacy, Language Arts, and English
Literacy, Language Arts, and English
At Charlottesville City Schools. we believe literacy is a civil right that has the power to create equitable outcomes for every student.
To achieve this, we will:
- Ensure equitable opportunities for all students to do the cognitive work of each lesson and receive targeted support as needed
- Build a strong foundation in oral language and word recognition through explicit instruction so that students can make meaning of and understand grade-level, complex text
- Provide all students strong literacy instruction with a vertically aligned PreK-12 scope and sequence rooted in science-based reading research
- Increase the instructional capacity of every teacher and leader through sustained professional learning aligned to Science of Reading and Evidence Based Literacy Instruction
Resources
Click here for a variety of resources provided by the Virginia Literacy Partnership (VLP)
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Charlottesville City Schools recently received a Virginia Learning Accelerated Grant from the Virginia Department of Education which will allow us to provide access to a literacy tool called Lexia for ALL students in K-8. Students will be able to use Lexia at school and home to practice reading skills.
How to Log In:
Go to the Cville Schools Clever Login Page and log in with Google (your child will know how to do this). See the attached flyer from the Virginia Department of Education for "How to Access Lexia® Programs with Clever." You can also visit the Clever login page and search by school.)
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Kindergarten through Grade 3 students in Virginia take an early reading screener: Virginia Language & Literacy Screening System (VALLSS).
VALLSS is designed to show a child’s level of risk for developing reading difficulties and provide teachers with information to plan instruction. VALLSS replaces the previous PALS screener.
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Band of Risk for Developing Reading Difficulties
Your child’s Band of Risk is noted at the top of the Student Summary report. The three possible Bands of Risk are high risk, moderate risk, and low risk. These bands are calculated based on student scores across the code-based subtests.
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this indicates that your child is at high risk for developing reading difficulty. Students at high risk are required to receive additional reading intervention and a Student Reading Plan. The Student Reading Plan will be sent to you separately. If you have any questions or concerns, please contact your school Reading Specialist or classroom teacher.
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your child is not identified to receive intervention. However, your child’s individual subtest scores may still indicate that your child needs extra instruction in some reading skills.
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The Virginia Assessment for Literacy and Language Screening System (VALLSS) includes several subtests grouped into three main categories: Code-based, Language, and RAN (Rapid Automatized Naming).
Below is a summary of what each subtest measures:
Code-Based Subtests
Subtest Description Letter Names Name upper- and lowercase letters to measure letter name knowledge Letter Sounds Say letter sounds when presented with a pair of upper- and lowercase letters (e.g., Ee) to measure letter sound knowledge Beginning Sounds Expressive Say the first sound of a word or say a word that starts with the same sound as the given word to measure pulling sounds apart Phoneme Blending Listen to sounds and blend them together to say a word, measuring the ability to put sounds together Phoneme Segmenting Listen to a word and break it into sounds to measure sound segmentation Encoding Spell words to measure application of phonics skills Real Word Decoding Read real words to measure application of phonics skills Pseudoword Decoding Read made-up words to measure application of phonics skills Oral Reading Fluency (ORF) Read a passage to measure the number of words read correctly in one minute Language Subtests
Subtest Description Passage Retell Listen to and retell a story to measure oral language knowledge and skills Expressive Comprehension Questions Answer questions after listening to a story to measure listening comprehension Nonsense Sentences Repeat silly sentences to measure grammar Relational Vocabulary Choose a picture after listening to a sentence to measure vocabulary Vocabulary Fluency Say the names of pictures quickly to measure vocabulary RAN Subtest
Subtest Description Rapid Automatized Naming (RAN): Letters Say the names of repeated letters quickly to screen for processing difficulties
Note: Not all subtests are required at each grade level or assessment period.
Reading Specialists
Learn more about the roles and responsibilities of reading specialists by viewing the Reading Specialist job description and this memo regarding the position’s roles and responsibilities.
* indicates staff who hold an endorsement as a reading specialist
Sunrise
434-245-2413
Liza Taylor* and Carol Schuster*
Jackson-Via
434-245-2416
Amy Sykes*, Liz Jones*
Walker
434-245-2412
Laura Lindemann* and Jen Snyder*
Greenbrier
434-245-2415
Adele LaFontaine*, Tracy Weaver*, and Kristen Wray
Tall Oaks
434-245-2417
Lindsay Kamide*, Jenny Tipton*, Julie Steele*, and Cordelia Wilson*
Charlottesville Middle School
434-245-2411
Trish Suchoski* and Lucy Spencer*
Summit
434-245-2414
Marguerite Matics*, Jessica Taylor*, and Michele Yeaton*
Trailblazer
434-245-2418
Shannon Cloud*, Jordan Buckrop*, and Adele LaFontaine*
CHS/Lugo-McGinness
CHS: 434-245-2410 | LMA: 434-245-2406
Carly Dirghangi, Audrey Scott, Justin Stipanovich
Dyslexia Advisors
Stacy Reedal
Marguerite Matics
Kaylin Bryce