The ReadingWiz emphasizes on building literacy skills and helps develop solid knowledge and aids the students to excel in a gifted peer group. The program integrates the rich content of both reading, grammar, and writing. Practice is key in the ReadingIvy program. There is a high emphasis on developing critical thinking and analysis. 

Target Students

The ReadingWiz program is designed for students in Grades 1 to 8, ranging in age from 6 to 13. Students will be grouped appropriately based on their academic evaluation and subsequent progress. They will embark on their learning paths and progress at a pace that is comfortable for them.

Student progress is strengthened through
1. homework assignments for every concept covered (3 days per week)
2. monthly quizzes / mini-test (on the last week of the month - results will be released to the parents on the first class of the month)
3. cumulative final exam (end of the semester) 

Location and Timing 

ReadingWiz is offered from 7:00 PM to 7:50 PM on Tuesdays at Saint Barnabas Church (15600 Old Rockford Rd, Plymouth, MN 55446) or Thursdays at Plymouth Community Center (14800 34th Ave N, Plymouth, MN 55447). You can choose any of the days that works for you.

Course Objectives 

The student will master the grade-level language art skills and acquire above-grade level skills to advance to the accelerated groups and score high on the State and National standardized tests. The curriculum and detailed course objectives are listed as below.

●       Read and retell familiar stories 

●       Use strategies (rereading, predicting, questioning, contextualizing) when comprehension breaks down 

●       Use reading and writing for various purposes on their own initiative 

●       Orally read with reasonable fluency 

●       Use letter-sound associations, word parts, and context to identify new words 

●       Identify an increasing number of words by sight 

●       Sound out and represent all substantial sounds in spelling a word 

●       Write about topics that are personally meaningful 

●       Attempt to use some punctuation and capitalization 

●       Identify the five essential components of evidence-based reading instruction. 

●       Understand the definition of dyslexia, common warning signs by grade level, and evidence-based instructional practices and accommodations to meet the educational needs of students with dyslexia. 

●       Describe how to provide explicit instruction in phonological and phonemic awareness. 

●       Identify how instruction in phonics and irregular word reading contributes to automatic word reading. 

●       Explain how to provide explicit instruction in multisyllabic word reading. 

●       Describe the relationship between reading fluency and text comprehension. 

●       Understand the importance of vocabulary knowledge to reading comprehension 

●       Understand the factors that contribute to and affect reading comprehension. 

●       Learn the structures of literary and informational text and how to use that knowledge to improve comprehension. 

●       Become familiar with the content and administration of assessments in phonological awareness, decoding and word attack, fluency, vocabulary, and comprehension. 

●       Understand how to use reading assessments as a basis for instructional decision-making.