Facilitating Reading for Optimum Growth


  • Provides additional daily small-group instruction for students
  • FROG team members include:  Resource Teachers, E.A.s, and classroom teacher
  • Resource Teachers and E.A.s work with the at-risk students; those student, which have been formally identified, and those who have an I.E.P.  These students require specialized teaching strategies such as over-teaching, pacing, and chunking with a main focus on developing reading, writing and phonological skills.
  • Intensive instruction to ensure the success of all students
  • Through direct instruction (30 min.), learners are shown explicitly what a strategy is how to apply it.  Direct instruction may involve teacher explanation, modeling, or discussion.
  • Students are divided into small, flexible groups of 4-6 students who reflect a similar range of competencies, experiences and interests.
  • Groups change as they progress through the year


Each FROG session includes the following components of a balanced literacy program:


Shared/Guided Reading

  1. Literary elements (author, character, plot, setting, mood, style, theme, illustration)
  2. Teachers lead children to understand that there are three important cueing systems good readers use to unlock unfamiliar text: (1) semantic-meaning, (2) syntax-structure/sentence organization, (3) graphophonic-visual/sound system
  3. Punctuation, vocabulary, predictions
  4. Words are made up of predictable letter patterns
  5. Teacher-directed instruction in comprehension strategies
  6. Students would read materials at instructional level – 90% accuracy
  7. It is intended to focus on teaching children in the “zone of their proximal development” or at that point in their development where they can succeed at a task with some expert help but yet cannot succeed on their own.
  8. A teaching approach that focuses on teaching reading levelled books WITH children that would often present too many challenges for them if they were to take full responsibility for the first reading


Modeled/Shared/Guided/Interactive Writing

  1. Reading materials provide a model for teacher-directed writing instruction, allowing the children to make reading-writing connections.
  2. Teacher models and teaches writing strategies
  3. Teacher and students collaborate to write and teacher acts as scribe
  4. Teacher reinforces writing skills and students do the writing
  5. Teacher and students choose topic and compose together