A.H.P. Matthew Elementary 25-26

Our teachers have identified literacy, specifically, reading fluency and comprehension as an area of growth for our students. Teaching fluency lays the foundation for lifelong literacy skills. It enables young learners to read with accuracy, speed and expression, enhancing comprehension and enjoyment of texts. However, before learners can become fluent readers, they must be able to decode text. Once our learners can decode text independently and with proficiency, they can focus more on understanding the text, which improves overall fluency.  

The Learning Standard we are Focusing on:  

Reading Strategies and Processes for  

• using knowledge of language patterns and phonics to decode words  

• identifying familiar and “sight” words  

During the 2025–2026 school year, our focus was on strengthening foundational literacy skills, with Grade 1 identified as our focus cohort. Through collaboration with classroom teachers, Learning Support Teachers, and district literacy supports, we implemented evidence-based instructional practices designed to improve phonological awareness, phonics, decoding, and reading fluency. 

Grade 1 teachers utilized structured literacy approaches, including explicit phonics instruction and daily phonological awareness activities, to support students in developing the foundational skills necessary for reading success. Student progress was monitored through classroom assessments and literacy screening tools to identify areas of strength and need. 

In addition, Learning Support Teachers provided targeted literacy interventions for students in Grades 1–7 who required additional support. Through ongoing assessment and progress monitoring, student growth was tracked and instructional practices were adjusted to meet individual learning needs. Collaboration between classroom teachers and Learning Support Teachers helped ensure a consistent and coordinated approach to literacy instruction across the school. 

This work was further supported through professional learning, district literacy resources, and the implementation of instructional materials aligned with the Science of Reading and Surrey Schools' Early Literacy Framework. The focus on foundational literacy skills provided valuable insight into student needs and highlighted the importance of continued investment in early literacy, particularly for our growing population of English Language Learners. 

It is demonstrated, through evidence gathered from our Grade 1 cohort of students and reflected in the larger group of students receiving Learning Support Team (LST) services, that our literacy focus is positively impacting learners. 

Language from the provincial scales was used to identify success and remaining challenges. There was a noted improvement for students identified in both the Grade 1 cohort and LST intervention groups in relation to the reading goals. These goals included: 

Reading Strategies and Processes for 

• using knowledge of language patterns and phonics to decode words 

• identifying familiar and “sight” words 

To support our learners in developing foundational reading skills and reading fluency, a variety of pre- and post-assessments, instructional practices, and targeted programming were implemented. Early identification and intervention for struggling readers was, and continues to be, essential. Throughout the year, students participated in explicit and systematic phonics instruction within their classrooms. Students receiving Learning Support Team (LST) services also participated in targeted small-group literacy interventions based on identified areas of need. 

Grade 1 Literacy Growth (2025/26) 

Students in Grade 1 demonstrated significant growth between Term 1 and Term 3. The charts below highlight student progress in two foundational literacy areas: Letter-Sound Correspondences and CVC Word Decoding, comparing student achievement from the fall baseline assessment to the spring reassessment. 

LST Literacy Intervention Growth (2025/26) 

Students receiving targeted literacy intervention through Learning Support Services (LST) participated in structured, systematic phonics instruction designed to address identified areas of need. Students in Grades 4–7 were assessed in October and reassessed in May, with instruction tailored to individual student profiles and delivered in small groups. Intervention focused on foundational and advanced phonics skills, including CVC words, consonant clusters, digraphs, silent e patterns, two-syllable words, ending spelling patterns, and r-controlled vowels. Instruction was responsive to student needs and progress was monitored throughout the year.

Analysis

Assessment data collected from our Grade 1 cohort demonstrates strong growth in foundational literacy skills over the course of the school year. Two key early literacy indicators were tracked: Letter-Sound Correspondences and decoding of Consonant-Vowel-Consonant (CVC) words. 

In Letter-Sound Correspondences, the percentage of students achieving proficiency increased from 42% in Term 1 to 93% in Term 3, representing a 51 percentage point increase. Similarly, in CVC word decoding, the percentage of students achieving proficiency increased from 56% in Term 1 to 95% in Term 3, representing a 39 percentage point increase. By the spring, nearly all students in the cohort were demonstrating proficiency in these foundational reading skills. 

The data also shows a significant reduction in the number of students identified as Developing, Emerging, or Not Yet within both assessment areas. This shift indicates that students were not only acquiring foundational phonics knowledge but were successfully applying these skills to decode words with increasing accuracy and automaticity. 

These results suggest that the direct, explicit, and systematic literacy instruction implemented throughout the year had a positive impact on student learning. Students demonstrated increased mastery of letter-sound relationships and were able to apply this knowledge to read simple words, providing a strong foundation for future growth in reading fluency and comprehension. 

As students developed stronger decoding skills, they were able to access increasingly complex texts with greater confidence and independence. This growth is particularly significant because proficiency in foundational reading skills is strongly linked to future academic success, engagement, and self-esteem as learners. 

In addition to the significant growth demonstrated by the Grade 1 cohort, students receiving LST intervention also showed meaningful progress in targeted phonics skills. Evidence collected from students in Grades 4–7 suggests that explicit, systematic phonics instruction can positively impact learners beyond the early primary years. Growth was evident across both foundational skills, such as CVC words and consonant clusters, and more complex phonics patterns, including multisyllabic words and r-controlled vowels. These findings reinforce the importance of early identification, targeted intervention, and ongoing progress monitoring to support literacy development for all learners.

Overall, the data indicates that students are becoming increasingly confident and capable readers. The significant gains observed in foundational literacy skills reinforce the importance of early intervention, consistent assessment practices, and explicit instruction in supporting reading achievement for all learners. 

Insights and Reflections from our Students

Question: Please share a little bit about your learning journey in growing as a reader this year, and how you feel about yourself as a reader now.  

 Grade 1 Student A:

“So, in the Philippines I never went to kindergarten.  Reading was difficult.  I never knew stuff, but when I went to grade 1 it was epic. I learned all the things of reading, like consonants, vowels, bossy E, controlling R, blends, digraphs, two vowels, ghost letters, compound words, and punctuation.  Now I know harder English. I did my best.  That means I try. I practised sounding out words.  I look for tool sounds in the words.  That means I know what’s the clue to know how to read the word.  I feel humble about my reading.  I feel good.”

Grade 1 Student B:

“In Kindergarten I learned some words like “the, and, you, of, at, to, it …” and now in grade 1 I know so many words.  Like hard words. I even know how to spell “there, their” and my friends names. To learn all these words I find vowels, blends and the sounds, and sound it out to read the words. I can read all the grade 1 books.  I feel unbelievable, like I want to get ready for grade 2.  I also like to read a lot. I have a chapter book, challenge myself.”

Grade 6 Student C:

"I think I improved as a reader because I can read faster than before. I checked out a lot of library books this year because of all the help I got from LST. I get excited about reading books now. I liked books before, but I like it better now since I can read them well."

Grade 5 Student D: 

"When I was struggling in reading and I had no idea of new words; coming to LST has helped me to understand. Its easy for me to read, concentrate and summarize about books now. I am still working on some hard words though." 

Continuing the Journey

• Continue implementing explicit and systematic phonics instruction in primary classrooms to strengthen foundational reading skills for all learners.  

• Maintain universal literacy screening and common assessment practices to identify students requiring support as early as possible.  

• Strengthen consistency of literacy instruction, assessment, and progress monitoring across classrooms and grade levels.  

• Support students in transferring decoding skills to increasingly complex texts through a greater focus on reading fluency, vocabulary development, and comprehension.  

• Continue to build staff capacity through collaborative inquiry, professional learning, and sharing of effective literacy practices.  

• Monitor the long-term progress of students who have participated in structured phonics interventions to ensure skills are maintained and generalized across reading contexts.  

• Continue to collect and analyze cohort and intervention data to guide instructional decisions and evaluate the impact of literacy programming.  

• Strengthen family engagement by providing information and resources that support early reading development at home.  

• At AHP Matthew, we are dedicated to ensuring that all students acquire the literacy skills and proficiencies essential for success in school and beyond. As we continually monitor, reflect and refine our learning plan, we will also prioritize the equitable distribution of instruction, time and resources focusing on supporting and reaching all our learners.