Ms. Corrigan: 3-4 Reading Support



As the grade 3-4 reading teacher, I support classroom teachers in reading instruction. Incorporated into the reading instruction are the Houghton Mifflin Journeys Reading Program and selected quality literature.

I meet regularly with the classroom teachers to develop both short and long range reading plans based on student progress towards the meeting of Common Core State Reading Standards.

 In grade three, more instructional time is placed on developing comprehension strategies that can be applied across the curriculum. Vocabulary skills include the understanding of word parts, the meaning of words and the correct reading and usage of multi-syllable words. Students extend oral and written responses to selections they read.

In grade four, students learn to apply higher-level thinking skills to better understand and connect with material they are reading. Longer selections and novels provide challenge and enrichment. Silent reading comprehension is measured more frequently as students “read to learn” in all subject areas. The classroom teachers and I use flexible grouping to teach the students. In other words, all students receive instruction from both their homeroom teacher and from me on a rotating basis throughout the school year.

There is not one pull-out group of children that receives remedial reading instruction in third and fourth grade. However, all students benefit from this flexible model, as it allows us to accommodate smaller class sizes (no larger than 16 students ) every day for reading class, allowing for more individual attention for students, including those at, approaching or above grade level. All students learn to navigate grade-level text and work on advanced comprehension and vocabulary skills. In addition, we work with students who need to develop fluency in smaller groups as needed.

 We focus on five main areas of reading instruction:

  • Phonemic Awareness (understanding sounds)
  • Phonics (letter-sound relationships)
  • Fluency (expression, smoothness, pace)
  • Vocabulary (sight words, high frequency words, new, important, interesting, challenging or content words)
  • Comprehension (making meaning of what we read)

 Some important decoding skills children need:

  • Sounding Out words (beginning/ending sounds, phonograms, vowel pairs, blends, etc.)
  • Chunking word parts (prefixes, suffixes, roots, compound words, syllables, etc.)
  • Using context clues and picture cues to self-correct through meaning


Target comprehension strategies in grades 3 & 4 include:

  • Making Connections
  • Predicting
  • Visualizing
  • Sequencing
  • Making Inferences
  • Questioning
  • Monitoring
  • Summarizing





I have been teaching for 29 years, the past 22 of which have been at Holy Rosary School. I hold a Master’s Degree in Education with an emphasis on Curriculum and Instruction, endorsements to teach all subjects K-8, with additional endorsements in Language Arts and Instructional Technology. I have  experience as a homeroom teacher in both 3rd and 6th grades. In addition, I have taught 5th grade Language Arts here at Holy Rosary. For the past several years, I’ve enjoyed working with the 3rd and 4th grade teachers aligning reading curriculum with Common Core ELA Standards. Catholic Schools have been my home for all of my career; I’ve taught religion, vacation bible school, confirmation classes and for seven years, I lead the HRS parent baptism preparation classes. I attended Catholic school from kindergarten through college and earned my Archdiocese of Seattle Catechetical certification in 2003. I love this age and enjoy working as a team with parents. Please do not hesitate to contact me with any questions!


My email address is