Sorrick Asset Program 
 
      Assets is an after school student enrichment program for K-1st grade students identified as not at  grade level in reading. Students are selected to participate in this program based on local assessments (Fountas & Pinnell level) and MAP scores (Fall MAP Reading). This 3 day a week program starts in November and runs through March.  Students move in and out of Assets throughout the year based on ongoing formative assessments and Winter assessments at mid year. Asset students meet three days a week for an hour each day from 3:30 - 4:30 pm on Mondays, Tuesdays, and Thursdays. Bus transportation is provided for those that need bus service.
      The Asset Program follows the Four Blocks literacy framework. Two days are divided into Working with Words/ Vocabulary and Comprehension (Guided Reading). The third day is divided into Writing and SSR (Raz-Kids/SSR time and 1:1 student conferencing). Raz-Kids ( a computer based leveled reading program) is used in the Asset program to help students become independent and fluent readers.
      Asset Teachers use multiple classroom materials, leveled readers, Reading A-Z printable books, and trade books to meet the needs of their students. With the addition of Raz-Kids to the asset program, students go to the computer lab once each week to engage in text, answer comprehension questions related to the text, and complete running records (monthly). This helps the Asset teacher to guide his/ her instruction.
      We have found our Asset program to be very successful in promoting student grow in reading and look forward to working with your child. If you have questions at any time, please contact Mrs. Linda Ryzner, Team Leader at 233-5797, or your child's Assets teacher.
 
 
Parent Connection to ABC's for Raising a Reader (Illinois Reading Council Publication)
 
    A  Active involvement during read aloud time is a goal. Read, sing, and act out the story with your child.
 
   B  Bedtime stories need to be a regular family event. Even older children will enjoy reading aloud if the right books are selected.
 
  C  Create a positive and fun atmosphere when reading to your child. Let your child know that you think books are important.
 
  D  Don't stop reading to children when they learn to read. Reading aloud to school-aged children involves them in the language of literature.
 
  E  Encourage risk-taking in your child's first attempts. Reading and writing develop over time, and you can help develop a sense of confidence.
 
  F   Find low shelves and other areas in your house to keep books and reading materials so your child can reach them easily.
 
   G Give books as gifts. Ask your librarian for ideas or inquire at your bookstore.
 
   H   Hold the book so your child can see the print as you are reading.
 
   I Include family members and friends in your read-aloud sessions. Take turns reading different story characters.
    J Join your local library. Get a library card for your child so that you can discover new worlds together through books.
 
  K  Know your child's favorite storybooks and choose familiar or predictable reading materials to help your child gain confidence.
     L  Listening to stories expands your child's vocabulary and exposes your child to the patterns of "book language".
 
  M Model reading for your child. Even when you read a newspaper or favorite novel, you're giving your child the idea that grownups value reading.
 
        N Notice the print around you as you run errands. Read signs to your child.
 
        O  Owning books is important. Start with a few books and let your child build a personal library.
 
         P  Pattern books repeat the same phrase on every page and make it easier for your chld to join in.
 
        Q  Questions about the story that do not require "right" answers allow your child to think about the story. Invite your child to give reasons for his or her answers or thoughts.
 
  R Read at least fifteen minutes a day! Reading aloud needs to be a top priority.
        S    Strive to make reading experiences so pleasurable that you and your child look forward to your reading time together.
        T Talk about what you read before, during, and after reading. Your child's language and thinking develop when there's a chance to talk about the stories you read.
 
        U   Understand that your child may want you to read favorite books again and again. A child may still enjoy the same books even after you think the child has outgrown them.
 
           V Value your child's writing. Treat early writing efforts as an important part of literacy learning.
 
          W Writing opportunities for your child should be plentiful. Give writing paper and colorful pencils as gifts.
 
             X Examine print on cereal boxes, tubes of toothpaste or other products at home. Point out print in stores or on signs when you are in the car.
   Young readers like to share in the reading act. The easier the book, the bigger chunks they read. The more difficult the book, the more you read.
 
                Z   Zero in on your child's interests. Some children like fairy tales or stories; others like nursery rhymes; others like funny books; others like fact books. Your librarian can help you take home some books that you and your child will enjoy reading aloud.
 
 
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