How the Berkeley County School District Student Planner and Academic Resources Support Foundational Reading Skills: A Science of Reading Approach

This image captures a comprehensive literacy setup that seamlessly connects the Berkeley County School District student planner with essential academic resource sections, illustrating the alignment of daily instruction to the Science of Reading.

As a literacy interventionist, I am always seeking ways to make learning authentic and meaningful, and this setup perfectly illustrates how strong connections and real-life application are at the heart of effective reading instruction. The digital student planner lays out our day in a clear, systematic sequence—starting with core foundational skills like Phonemic Awareness and moving through Visual and Auditory Drills, Blending, and the introduction of new concepts. This structure isn’t just for routine; it’s designed to build confidence, reinforce skills, and help students see the value of what they’re learning.

Connecting the Student Planner to the Science of Reading

Alignment with Science of Reading Principles

• The displayed sequence—Phonemic Awareness, Visual Drill, Auditory Drill, Blending Drill, and New Concept—matches research-based best practices that emphasize explicit, systematic instruction in foundational reading skills.

• Lesson plans (right notebook) break down instruction to include phonemic practice, word work, direct teaching of spelling rules (such as “Drop-e Rule”), and reading connected text, fostering decoding and encoding skills critical to fluent reading.

Academic Resource Section as Supportive Material

• The academic resource sections in the open notebooks provide rules and examples for English spelling, punctuation, and capitalization, supporting lesson content and giving students concrete reference tools.

• Such resources reinforce explicit instruction and aid in student self-correction and generalization, hallmarks of effective reading instruction found in the science of reading research.

Integration with Student Planner

• Student planners in districts like Berkeley County often guide instructional pacing and sequence, ensuring that each day’s lesson builds on the last with cumulative practice, as visible on the iPad lesson schedule.

• Academic resource sections serve as on-demand scaffolds, helping students internalize foundational reading skills as they move through structured lessons, in alignment with the gradual release and reinforcement recommended by the science of reading.

Having immediate access to academic resources, such as spelling and capitalization rules, means students can connect new reading concepts to the writing and editing tasks they encounter both in and out of the classroom. For example, when we learn the Drop-e Rule, we’re not just memorizing another spelling trick—we’re helping students recognize patterns, make sense of exceptions, and apply these rules when writing stories, essays, or even everyday notes. These resources empower students to use their growing knowledge practically, fostering independence and a deeper appreciation of how literacy skills matter in real life.