A small-group French reading intervention was implemented to support emergent readers identified through French SPARK assessment data. The goal was to strengthen foundational literacy skills by increasing phonemic awareness, particularly beginning letter sounds, while also developing reading stamina and increasing opportunities for sustained engagement with text. Students participated in short daily sessions with a French early learning support teacher in the school library. Instruction followed a structured phonics progression that introduces sounds in a sequence that allows learners to begin blending simple words quickly. Each sound was taught through a multi-sensory approach, combining story, gesture, song, and movement to support memory and engagement. Students traced large letter shapes with their bodies, practiced correct mouth formation for each sound, and reinforced learning through whiteboard writing, group instruction with letter specific vocabulary tubs containing magnetic letters and objects, and workbook activities. Baseline data on letter-name and sound recognition were collected prior to the intervention and reassessed after six weeks of daily practice. Teachers observed increased student confidence, improved sound recognition, and greater willingness to engage with print. These short, targeted sessions also helped identify students who may require additional support while enabling learners to return to their classrooms with greater readiness to participate in whole-group literacy activities.

Next steps focus on reinforcing these skills throughout the school day using a team-based approach involving classroom teachers, resource teachers, and support staff. Personalized flashcard sets will provide consistent reference for students, while repeated practice will help learners extend their skills by identifying sounds at the end of words, blending sounds together, and recognizing high-frequency vocabulary. Through this continued practice, students develop the understanding that sounds, letters, and words work together to communicate ideas.

This targeted French literacy intervention demonstrates the school’s learning focus in action by creating daily opportunities for students to engage with text in intentional and meaningful ways. The small-group setting allows instruction to be responsive to assessment data while students build the foundational skills required for reading comprehension. By extending these strategies beyond the intervention group through a team-based approach across classrooms and support staff, students experience consistent and intentional engagement with text throughout the school day, strengthening early reading skills needed to read with understanding and purpose.