Parent Academic Resources

Numerous parents have a range of emotions when they begin thinking about their child starting kindergarten. It's not uncommon to feel excitement and apprehension at the same time. We asked GMSD teachers to offer suggestions that parents might want to consider as their children prepare for begin kindergarten. These are recommendations, not requirements; however, parents and teachers both want a child's first "real" school experience to be positive. For children with late birth dates (April-August), we encourage parents to carefully consider and possible seek advice from preschool teachers about whether a child is ready to begin kindergarten both socially ad developmentally. Kindergarten sets the tone for a child's attitude towards school and their confidence in themselves as learners. 

As you read over these suggestions and talk to your child's teacher(s), please feel free to contact the TLA department if you have questions. Our hope is that each of our students has an amazing and successful kindergarten experience. 

GMSD recognizes that all students develop at different rates. The following page identifies a list of skills you might want to consider as you begin preparing for your child's enrollment in kindergarten. 

Learn more about Kindergarten Readiness

Reading is a foundational skill that directly impacts a student's academic success. Research consistently shows that the number of books students read annually and the time they spend engaged in reading significantly influence their literacy development. This guide, drawing from experts like Lucy Calkins and Donalyn Miller, outlines recommended reading quantities and daily reading expectations by grade level. By encouraging wide and voluminous reading, educators and parents can help students build strong reading habits that foster lifelong learning. 

...continuing to have students practice isolated skills and teachers reading novels aloud because more than half the class couldn't read them wouldn't work. Why? When students aren't reading every day, they don't increase their reading volume and improve. The research of Richard Allington (2014) and Stephen Krashen (2004) along with the scientific study completed by Samuels and Wu in 2004 pointed out the strong connection with the amount of daily reading students completed and their reading achievement. - Laura Robb

Understanding RTI²: Meeting All Students' Needs 

Response to Intervention and Instruction (RTI²) is a structured, multi-tiered approach designed to support all students in reach their full potential. The RTI² model ensures that students receive targeted academic interventions based on their individual needs, ranging from classroom support to specialized instruction. This infographic provides an overview of the intervention strategies available at GMSD, detailing the different tiers of support and the role of educators in the process. 

For a detailed overview of the RTI² tiered approach, view the RTI² flyer. 

GMSD Dyslexia & ILP-D: Understanding Support for Students

Tennessee's "Say Dyslexia" Law requires school districts to identify and support students who exhibit characteristics of dyslexia. Through the RTI² framework, students are screened for reading skill deficits, and parents are notified if their child qualifies for additional support. Families have the option to implement an Individualized Learning Plan for Dyslexia (ILP-D), which provides classroom accommodations to ensure access to grade-level instruction. 

For a detailed overview of the Dyslexia Identification Process and available supports, view the GMSD Dyslexia & ILP-D Flyer.