Upload
desirae-pritchett
View
225
Download
4
Tags:
Embed Size (px)
Citation preview
Illinois ASPIRE 2009
The Critical Links between Oral Language Development, Early Literacy,And Reading
Scientifically Based Reading
Illinois ASPIRE 2009
Project Goal : Establish and implement a coordinated,
regionalized system of personnel development that will
increase school systems’ capacity to provide early intervening
services [with an emphasis on reading], aligned with the
general education curriculum, to at-risk students and students
with disabilities, as measured by improved student progress
and performance.
Illinois ASPIREAlliance for School-based Problem-solving & Intervention Resources in Education
Illinois ASPIRE is a State Personnel Development Grant-Funded Initiative of ISBE. All Funding is From Federal Sources.
Illinois ASPIRE 2009
Objectives:1. Deliver research-based professional development and technical
assistance in Problem-Solving Service Delivery Systems, Response-to-Intervention (RTI), scientifically based reading instruction, and Standards Aligned Classrooms (SAC).
2. Increase the participation of parents in decision-making across district sites.
3. Incorporate professional development content into higher education general and special education preservice & graduate level curricula.
4. Evaluate the effectiveness of project activities.
Illinois ASPIREAlliance for School-based Problem-solving & Intervention Resources in Education
Illinois ASPIRE is a State Personnel Development Grant-Funded Initiative of ISBE. All Funding is From Federal Sources.
Illinois ASPIRE 2009
ACKNOWLEDGMENTS
WE WISH TO THANK THESE PANELS, INSTITUTIONS, AND
INDIVIDUALS FOR SHARING THEIR KNOWLEDGE AND WISDOM.
Dr. Ed Kame’enui Dr. Mark ShinnDr. Deborah Simmons Dr. Barb Curl Dr. Roland Good Dr. Madi PhillipsDr. Joseph Torgesen Dr. Corinne HarmonDr. Marcia Kosanovich Dr. Melissa BergstromDr. Sharon Vaughn Dr. Amy Dahlstrom KlainerDr. Reid Lyon Dr. Sally ShaywitzDr. Louisa Moats Dr. Barbara FoormanDr. Paula McGuire Dr. Viorica MarianFlorida Center for Reading ResearchNational Reading PanelOregon Reading First/University of OregonNational Center on Student Progress Monitoring
Illinois ASPIRE 2009
Scientifically Based CoreReading Programs
Trophies and Story Town, published by Harcourt Reading Street, published by Scott Foresman (Sidewalks
is intervention kit) A Nations’s Choice, published by Houghton Mifflin Treasures, published by Macmillan/McGraw-Hill
(Triumphs is intervention kit) Open Court, published by SRA Reading Mastery Plus. published by SRA Al Otaiba S., Kosanovich, M.L., Torgesen J.K., Hassler, L. &
Wahl, M. (2005). Reviewing core kindergarten and first-grade reading programs in light of no child left behind: an exploratory study. Reading and Writing Quarterly, 21, 377-400.
Illinois ASPIRE 2009
Early Literacy Experiencesand
Oral Language Development
• Automaticity with the code• Structure of the language• Alphabetic principle• Phonological awareness
• Background Knowledge
• Predictions
• Clarification/ questioning
• Monitoring for Meaning
• Summarizing
• Making Personal Connections
COMPREHENSION
FluentReflectiveReaders/Writers
Reading
Is
Rocket
Science
Louisa Cook Moats
Illinois ASPIRE 2009
HOUSTON,
WE HAVE A PROBLEM.
Illinois ASPIRE 2009
Childrenofthecode.org
Illinois ASPIRE 2009
Illinois ASPIRE 2009
Illinois ASPIRE 2009
The Obvious:The Obvious: Why we need to change our Why we need to change our practices.practices.
1.1. Far too many poor and minority children are being “left Far too many poor and minority children are being “left behind” when it comes to growth of proficient reading behind” when it comes to growth of proficient reading skills.skills.
2.2. PreventionPrevention of reading problems is far more effective and of reading problems is far more effective and humane than trying to remediate after children fail.humane than trying to remediate after children fail.
New discoveries from scientific research about reading New discoveries from scientific research about reading can provide the basis for improved outcomes for all can provide the basis for improved outcomes for all children. children. The National Reading Panel and many The National Reading Panel and many national reading experts have also told us national reading experts have also told us WHAT WHAT WE NEED TO DOWE NEED TO DO. The question is . The question is WHY AREN’T WE WHY AREN’T WE DOING IT?DOING IT?
Illinois ASPIRE 2009
The Hypothesis:
As SLPS and reading teachers, we are not all aware of the Critical Links between Oral Reading Development, Early Literacy, and Reading.
Without this understanding, Science will not drive our practices. Instead, a belief/philosophical system may. When a Belief/Philosophical system vs. Science drives reading instruction, we are not teaching ALL students all the skills-to-mastery they need to become proficient readers.
Illinois ASPIRE 2009
The Language Continuum
Oral Language Early Literacy Learning to Reading WritingDevelopment Development Read to Learn -Phonology -Lang. Dev. -Lang. Dev. -Vocab. -Semantics -Phon. Process. -Phon.Aware. -Comprehension -Syntax -Print Knowledge -Phonics -Word Analysis -Pragmatics -Fluency
Illinois ASPIRE 2009
Advanced OrganizerI. Links between Language and Literacy- 2. Oral Language Development-3. Early Literacy Development-4. Learning to Read and Reading to Learn-5. ELL-6. Language and Reading Disorders-7. Effective Reading Programs-8. Q & A
Illinois ASPIRE 2009
1. The Science of Language/Language Hierarchy
Inner Language (Experiences-Basis for Comprehension)
Receptive Language (Listening and Understanding/Input)
Expressive Language (Speaking/Output)
Reading (Language in print/Input)
Writing (Language in print/Output)
Illinois ASPIRE 2009
Reading and Writing are forms of Language..…“The print on any page is a visual representation of
language form and structure….When we teach reading and writing, we are teaching language at one or all of its many layers. Reading, after all, is not an exercise in recitation of words, but a translation of speech to print to meaning that is mediated by the language centers of the brain. Language itself is the substance of reading instruction.” (Moats, 2000, p. 2)
Illinois ASPIRE 2009
What children bring to the printed page is knowledge of spoken language…“Students without awareness of
language systems will be less able to sound out new words when they encounter them, less able to spell, less able to interpret punctuation and sentence meaning, and less able to learn new vocabulary words…” (Moats, 2000, p. 2)
Illinois ASPIRE 2009
The Science of Language Development and Reading and their Critical Links
Each has its own Developmental Sequence.
The difference is that Language develops naturally. Reading does not. It must be explicitly and systematically taught.
Illinois ASPIRE 2009
2. The Language Continuum
Oral Language Early Literacy Learning to Reading WritingDevelopment Development Read to Learn -Phonology -Semantics -Syntax -Pragmatics
Illinois ASPIRE 2009
Language
Four Components: Phonology: Language sounds
and their perceptions Vocabulary: Meaning of words;
Semantics Syntax and Grammar:
Structure of language Pragmatics: The appropriate
use of language
Hart Paulson, 2009
Illinois ASPIRE 2009 Hart Paulson, 2009
Illinois ASPIRE 2009 Hart Paulson, 2009
Illinois ASPIRE 2009 Hart Paulson, 2009
Illinois ASPIRE 2009 Hart Paulson, 2009
Illinois ASPIRE 2009
The Language Continuum/Language-Literacy Connection
All SLPs, Reading teachers, including teachers of ELL students need knowledge of our language structures and the processes/science of reading development.
All teachers need insight into ‘our symbol system’ in order to teach children acquisition of our language ‘code’. Learners are dependent on systematic learning of our symbol system. (p. 4, Moats, 2009)
Illinois ASPIRE 2009 Everything about Reading is about Language Development.
Illinois ASPIRE 2009
Advanced OrganizerI. Links between Language and Literacy-2. Oral Language Development-3. Early Literacy Development-4. Learning to Read and Reading to Learn-5. ELL-6. Language and Reading Disorders-7. Effective Reading Programs-8. Q & A
Illinois ASPIRE 2009
3. EARLY LITERACYDEVELOPMENT
Illinois ASPIRE 2009
The Language Continuum
Oral Language Early Literacy Learning to Reading WritingDevelopment Development Read to Learn -Phonology -Lang. Dev. -Semantics -Phon. Process. -Syntax -Print Knowledge -Pragmatics
Illinois ASPIRE 2009
Humans have devised systems of written symbols to represent sounds, syllables, and morphemes of spoken language.
Alphabets, systems that use symbols for individual speech sounds, were invented little more than 3,000 years ago. It is understandable, then, that learning to read is not as natural or biological “wired in” as are speaking and listening and that reading must be taught directly to most children. Learning to read and write are much more challenging for most of us than learning to speak. (Moats, 2000, p. 3)
Illinois ASPIRE 2009 Hart Paulson, 2009
Illinois ASPIRE 2009 Hart Paulson, 2009
Illinois ASPIRE 2009
Hart Paulson, 2009
Illinois ASPIRE 2009 Hart Paulson, 2009
Illinois ASPIRE 2009 Hart Paulson, 2009
Illinois ASPIRE 2009
Advanced OrganizerI. Links between Language and Literacy-2. Oral Language Development-3. Early Literacy Development-4. Learning to Read and Reading to Learn-5. ELL-6. Language and Reading Disorders-7. Effective Reading Programs-8. Q & A
Illinois ASPIRE 2009
4. LEARNING TO READandREADING TO LEARN
Illinois ASPIRE 2009
The Language Continuum
Oral Language Early Literacy Learning to Reading WritingDevelopment Development Read to Learn -Phonology -Lang. Dev. -Lang. Dev. -Vocab. -Semantics -Phon. Process. -Phon.Aware. -Comprehension -Syntax -Print Knowledge -Phonics -Word Analysis -Pragmatics -Fluency
Illinois ASPIRE 2009
““We now We now KNOWKNOW how to how to help almost all children help almost all children become accurate and become accurate and fluent readers by third fluent readers by third
grade.”grade.”
5 BIG IDEAS IN READING
Dr. Joseph Torgesen, Florida Center for Reading ResearchFlorida Center for Reading Research
Illinois ASPIRE 2009
Taught by methods Taught by methods that are…that are…
Systematic and Systematic and explicit!!explicit!!
““The The 5 Big Ideas5 Big Ideas is what reading instruction and is what reading instruction and intervention planning is all about.”intervention planning is all about.”
(Dr. Joseph Torgesen, Florida Center for Reading Research)(Dr. Joseph Torgesen, Florida Center for Reading Research)
Phonemic AwarenessPhonemic Awareness
PhonicsPhonics
FluencyFluency
VocabularyVocabulary
Comprehension strategiesComprehension strategies
Identifying words Identifying words accurately and accurately and fluentlyfluently
Constructing Constructing meaning meaning once words once words are identifiedare identified
Illinois ASPIRE 2009
The Reading War should be over….There is a strong relationship between PA, Phonics, Fluency, Vocabulary, and Comprehension
Learning to Read Phonemic Awareness Phonics/Automatic and
fluent word recall
Vocabulary and Comprehension are not ignored in this phase- done through oral language activities, read alouds
Reading to Learn
Vocabulary Comprehension
Phonics is not ignored in this phase- still teaching students word analysis skills for reading multi-syllabic words.
FLUENCY
Students need all of this- the right doses at the right time.
Illinois ASPIRE 2009
The Reading War should be over….
Learning to Read Reading to Learn
Phonemic Awareness and Phonics/Word Analysis are the ‘engines’ that drives automatic word recognition/fluency.
Fluency is the ‘engine’ that drives vocabulary and comprehension skills.
Fluencyis the skill that links these two phases.
Illinois ASPIRE 2009
Relationships Among Strands…. Changes over time, adding layers of complexity as
emphasis shifts. For example, oral reading fluency involves accurate
decoding proficiency to promote vocabulary development.
Another example: as readers get older, the success of vocabulary knowledge becomes increasingly important to promote comprehension.
All strands interact with one another at all times.
Illinois ASPIRE 2009
Changing Emphasis of Big Ideas
Comprehension
Vocabulary
Automaticity and Fluency with the
Code
Alphabetic Principle
Phonological Awareness
321K
ListeningReading
ListeningReading
MultisyllablesLetter Sounds & Combinations
The right doses at the right time.
Illinois ASPIRE 2009
Informed classroom reading instruction……that begins to teach critical language and reading
skills in p-K and kindergarten and that is sustained throughout school ensures success for all but a few students.
There are Many children who would learn to read and write MUCH better IF their instruction were to teach them to understand the systems of their own language (sounds, spellings, meaningful networks, sentences, text organization) as well as the strategies to comprehend narrative and expository text.
(Moats, 2000, p. 4)
Illinois ASPIRE 2009
Teach students that we have a lively and interesting sound system.Graphemes represent phonemes/letters represent sound.We need to teach this explicitly- using symbols to anchor sounds.
Illinois ASPIRE 2009
PUTTING IT ALL TOGETHERIn primary grades (Lyon, 1999)
VOCABULARY
COMPREHENSION
(Build Foundational Skillsfrom the bottom up andthen loop.)
At the same time, CONSTANT EXPOSURE)
Learning to Read
So students achieve:
Reading to Learn.
PHONEMIC
AWARENESS
PHONICS
FLUENCY
ORAL LANGUAGE
DEVELOPMENT
Illinois ASPIRE 2009
Early Literacy Experiencesand
Oral Language Development
• Automaticity with the code• Structure of the language• Alphabetic principle• Phonological awareness
• Background Knowledge
• Predictions
• Clarification/ questioning
• Monitoring for Meaning
• Summarizing
• Making Personal Connections
COMPREHENSION
FluentReflectiveReaders/Writers
Reading
Is
Rocket
Science
Louisa Cook MoatsPhonemic Awareness
Phonics
Fluency
Vocabulary
5 Big Areas:
A simultaneous bottom upand top down approach is Best Practice.
Comprehension
Oral LanguageDevelopment
Illinois ASPIRE 2009
What does this mean?“A simultaneous bottom up
and top down approach is Best Practice.”
It means students, especially strugglers, need ALL these skills taught explicitly and systematically. In the primary grades, focus on oral language development, phonemic awareness and phonics. Teach reading comprehension by building oral language development as students learn to ‘crack the code’. This is the Learning to Read phase. As students become automatic with word recognition and fluency, gradually transition from oral language development to reading comprehension strategies- the Reading to Learn phase.
Illinois ASPIRE 2009 Reading is a multifaceted skill, gradually acquired over years of instruction and practice.
The Many Strands that are Woven into Skilled Reading(Scarborough, 2001)
BACKGROUND KNOWLEDGE
VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING
LITERACY KNOWLEDGE
PHON. AWARENESS
DECODING (and SPELLING) SIGHT RECOGNITION
SKILLED READING: fluent execution and coordination of word recognition and text comprehension.
LANGUAGE COMPREHENSION
WORD RECOGNITION
increasingly
automatic
increasingly
strategic
Skilled Reading- fluent coordination of
word reading, fluency and
comprehension processes
Reading Reading ComprehensionComprehension
KnowledgeKnowledge Fluency*Fluency*We Refer to It as We Refer to It as General Reading SkillsGeneral Reading Skills
MetacognitionMetacognition
LanguageLanguage
• • ProsodyProsody• • Automaticity/RateAutomaticity/Rate• • AccuracyAccuracy• • DecodingDecoding• • Phonemic AwarenessPhonemic Awareness
• • Oral Language SkillsOral Language Skills• • Knowledge of Language Knowledge of Language StructuresStructures• • VocabularyVocabulary• • Cultural InfluencesCultural Influences
•• Life ExperienceLife Experience• • Content KnowledgeContent Knowledge• • Activation of Prior Activation of Prior KnowledgeKnowledge• • Knowledge about Knowledge about TextsTexts
• • Motivation & Motivation & EngagementEngagement• • Active Reading Active Reading StrategiesStrategies• • Monitoring StrategiesMonitoring Strategies• • Fix-Up StrategiesFix-Up Strategies
*modified slightly from presentations by Joe Torgesen, Ph.D. Co-Director, Florida Center for Reading Research; www.fcrr.org
Illinois ASPIRE 2009
Advanced OrganizerI. Links between Language and Literacy-2. Oral Language Development-3. Early Literacy Development-4. Learning to Read and Reading to Learn-5. ELL-6. Language and Reading Disorders-7. Effective Reading Programs-8. Q & A
Illinois ASPIRE 2009
5. Where and How does ELLfit into this Continuum? Bilingual and ELL students are as diverse
as any group of readers. Teaching ELL students SHOULD NOT be
about Belief Systems, but about the Science of Language Development and Reading.
Illinois ASPIRE 2009
The Language Continuum
Oral Language Early Literacy Learning to Reading WritingDevelopment Development Read to Learn -Phonology -Lang. Dev. -Lang. Dev. -Vocab. -Semantics -Phon. Process. -Phon.Aware. -Comprehension -Syntax -Print Knowledge -Phonics -Word Analysis -Pragmatics -Fluency
Illinois ASPIRE 2009
Major Findings of the National Literacy Panel on Language-Minority Children and Youth:
Instruction that provides substantial coverage in the key components of reading- identified by the National Reading Panel as phonemic awareness, phonics, fluency, vocabulary, and text comprehension- has clear benefits for language-minority students.
National Literacy Panel on Language-Minority Children and Youth, 2006
Illinois ASPIRE 2009
What do we know about instructional programs?
National Literacy Panel on Language-Minority Children and Youth, 2006
Illinois ASPIRE 2009
Individual differences contribute significantly to English literacy development. Research shows that the development of English
literacy entails cumulative, hierarchical processes for all language-minority students. Certain components of literacy cannot fully develop until students acquire other, precursor skills. For students to develop efficient word recognition skills, for example, they must first have good decoding and orthographic, or spelling, skills. Without fast and accurate word recognition skills, they cannot achieve satisfactory levels of reading comprehension.
National Literacy Panel on Language-Minority Children and Youth, 2006
Illinois ASPIRE 2009
Reading difficulties among language-minority students…
May be more a function of individual differences than of language-minority status. Similar proportions of language-minority students and monolingual English speakers are classified as poor readers. In fact, with the exception of English oral-language skills, the profiles of poor readers in the two groups are very similar. Both groups demonstrate difficulties with phonological awareness. These findings suggest that underlying phonological deficits, as opposed to language-minority status, are the primary issue for students experiencing word-level difficulties.
National Literacy Panel on Language-Minority Children and Youth, 2006
Illinois ASPIRE 2009
What we know about ELL students:
Cardenas-Hagen, 2009.
Illinois ASPIRE 2009
What we know about ELL students:
Cardenas-Hagen, 2009
Illinois ASPIRE 2009
What we know about ELL students:
Cardenas-Hagen, 2009
Illinois ASPIRE 2009
What we know about ELL students:
Cardenas-Hagen, 2009
Illinois ASPIRE 2009
What we know about ELL students:
Cardenas-Hagen, 2009
Illinois ASPIRE 2009
ELL Students…
ELL students need explicit and systematic instruction in all the 5 components of reading.
Students should be ‘sorted’ by their reading needs, not on the basis of their ELL status.
Illinois ASPIRE 2009
For some children, Reading to Learn is a relatively simple task
HOWEVER, for others (approximately 40% of our population), this is the most difficult task of their lifetime. For these children, explicit and systematic instruction is CRUCIAL.
Children vary considerably in how well they master the Alphabetic Principle.
(Shaywitz, 2003)
Illinois ASPIRE 2009
Reading and the Brainand Why Readers Struggle
Illinois ASPIRE 2009
Illinois ASPIRE 2009 Brain research has been the key to understanding Who needs more and Why.
Illinois ASPIRE 2009
Advanced OrganizerI. Links between Language and Literacy-2. Oral Language Development-3. Early Literacy Development-4. Learning to Read and Reading to Learn-5. ELL-6. Language and Reading Disorders-7. Effective Reading Programs-8. Q & A
Illinois ASPIRE 2009
6. Why so many readers struggle:
2 broad categories of developmental language disorders:
1. General oral language weaknesses
2. Phonological core deficit (this is the largest category!)
(Shaywitz, 2003)
Illinois ASPIRE 2009
Early Literacy Experiencesand
Oral Language Development
• Automaticity with the code• Structure of the language• Alphabetic principle• Phonological awareness
• Background Knowledge
• Predictions
• Clarification/ questioning
• Monitoring for Meaning
• Summarizing
• Making Personal Connections
COMPREHENSION
FluentReflectiveReaders/Writers
Reading
Is
Rocket
Science
Louisa Cook Moats
Illinois ASPIRE 2009
1.General Oral Language Weakness
Language Systems Reading
Discourse
Semantics
Phonology
Syntax
Comprehension
Decoding
(Shaywitz, 2003)
Illinois ASPIRE 2009
2. Phonological Core Deficit
Language Systems Reading
Discourse
Semantics
Phonology
Syntax
Comprehension
Decoding
( Shaywitz, 2003)
2.
Aka: Mastering the Alphabetic Principle/Cracking the Code
Illinois ASPIRE 2009
• Phonological core deficit: (aka ‘Cracking the Code’)- Inability to process accurately and efficiently the phonological building blocks of language and the units of print that represent them. This type of struggling reader makes up the majority.
2. Phonological Core Deficit
DecodingPhonology
(Shaywitz, 2003) Aka: Mastering the Alphabetic Principle/Cracking the Code
Illinois ASPIRE 2009
Teaching Reading…
Is like Language therapy…. Instruction needs to stimulate different parts of the brain.
When this occurs, students learn to read. Skillful teaching prevents most Reading Problems.
(Shaywitz, 2003)
Illinois ASPIRE 2009
We may not realize…
That difficulties with word recognition, accuracy, rate, reading fluency, and comprehension strategies all contribute to poor reading in older students, but that word recognition and fluency problems are characteristic of most. Students who cannot read words well usually demonstrate weaknesses in phonological processing- but one might not perceive this weakness without training that begins with language study.
(Moats, 2000, p. 8)
Illinois ASPIRE 2009
Some children learn language concepts and their application very easily in spite of incidential teaching and very few examples.
New data show that 80% of the variance in reading comprehension at the first-grade level is accounted for by how well students SOUND OUT words and recognize words out of context. Comprehension strategies and knowledge of word meanings become more of a factor in reading success as students move into more advanced stages. (Moats, 2000, pgs. 8-9)
Illinois ASPIRE 2009
We know what to do…
Use Scientifically-Based Programs! Dr. Shaywitz recommended programs:
Language!
Reading Mastery/Corrective Reading
REWARDS
Jolly Phonics
Shaywitz, 2003
Illinois ASPIRE 2009
Illinois ASPIRE 2009
Advanced OrganizerI. Links between Language and Literacy-2. Oral Language Development-3. Early Literacy Development-4. Learning to Read and Reading to Learn-5. ELL-6. Language and Reading Disorders-7. Effective Reading Programs-8. Q & A
Illinois ASPIRE 2009
7. Given what we know…
About the Science of Oral Language Development and Reading, why aren’t we teaching more children to read?
Illinois ASPIRE 2009
Why aren’t we teaching more students to be better readers? The article by Dr. Louisa Moats addresses this question. You will be particularly interested if your district uses a Four Blocks/ Guided Reading/Literature-Based program as your core reading program. Her article clearly articulates why this approach is NOT best practice for struggling readers.
“Whole-Language High Jinks: How to Tell When ‘Scientifically-Based Reading Instruction’ Isn’t”
http://www.ilispa.org/modules/smartsection/item.php?itemid=82
Illinois ASPIRE 2009
Why is an effective core reading program crucial?
“Teaching reading is far more complex than most professionals and layperson realize. The demands of the phonologic, alphabetic, semantic, and syntactic systems of written language require a careful schedule and sequence of prioritized objectives, explicit strategies, and scaffolds that support students’ initial learning and transfer of knowledge and skills to other contexts. The requirements of curriculum construction and instructional design that effectively move children through the ‘learning to read’ stage to the ‘reading to learn’ stage are simply too important to leave to the judgement of individuals, even the best teachers. The better the core program addresses the instructional priorities, the less teachers will need to supplement and modify instruction for the majority of learners.”
From: “Teaching Reading is Rocket Science,” Dr. Louisa Moats (1999)
Is Dr. Moats suggesting that what teachers are expected to do in Guided Reading too difficult and an unrealistic expectation…?Could this be contributing to why we have so many strugglers?
Illinois ASPIRE 2009
Highlights from “Whole-Language High Jinks: How to Tell When ‘Scientifically-Based Reading Instruction’ Isn’t”
Despite the National Reading Panel’s landmark report..”discredited and ineffectual practices continue in many schools. Although the term ‘whole language’ is rarely used today, programs based on its premises, such as Reading Recovery, Four Blocks, Guided Reading, and especially, ‘balanced literacy’ are as popular as ever. These approaches may pay lip service to reading science, but they fail to incorporate the content and instructional design proven to work best with students learning to read”. (Moats, 2007, p. 4)
Illinois ASPIRE 2009
“For more than three decades, advocates of ‘whole-language’ instruction (and its derivatives) have argued- to the delight of many teachers and administrators- that learning to read is a ‘natural’ process for children. Create reading centers in classrooms; put good, fun books in children’s hands and allow them to explore then encourage them to ‘read’, even if they can’t make heads or tails of the words on the page.”
Scientists have established that about 60% of students will learn to read adequately (though not necessarily well) regardless of the instructional method. “40% are less fortunate. For them, explicit instruction in the 5 big areas of reading (including phonics) is necessary if they are ever to become capable readers”. (Moats, 2007, p. 6)
Illinois ASPIRE 2009
Words are not recognized by shape and has nothing to do with word recognition.
Illinois ASPIRE 2009
This practice is inconsistent with research and occurs in the absence of real knowledge of how to teach reading and sound-symbol relationships.
Illinois ASPIRE 2009
Arabic ‘Learning to Read’ exercise.
Keep reading and it will make sense!
Illinois ASPIRE 2009
This is possible to read-
IF you know sound-symbol relationships!
Illinois ASPIRE 2009
“Many ‘pseudo’-SBRR programs….Claim to adhere to SBRR guidelines. She identifies
tell-tale signs of whole-language programs masquerading as SBRR programs. Among the most common: a stress on ‘cueing systems’, ‘teacher modeling’ rather than direct instruction, and an overemphasis on ‘authentic literature’ and ‘process writing’. (p. 9) “Four blocks is particularly insidious because it appears to be a ‘balanced’ framework, but does not require a teacher to know very much about language or reading”. (p. 20)
“For English-language learners, SBRR programs are critical, yet this fact is ignored and whole-language spin-offs remain the dominant approach to teaching ELL students”. (Moats, 2007, p. 22)
Illinois ASPIRE 2009
And finally….“A good reading program, well implemented,
teaches each of the five components thoroughly, explicitly, and with planned connections to the others..” (p. 16)
“No program is perfect, and some are stronger than others, but several are reasonably faithful to SBRR and are far more apt to succeed with children. For example, Harcourt’s Trophies, SRA/McGraw-Hill’s Open Court, and Scott Foresman’s Reading Street have all five components and good instructional design.” Read Well and Reading Mastery are also effective programs. “(Moats, 2007, p. 14)
Illinois ASPIRE 2009 92
GUIDED READING
GROUPS OR
SKILLS FOCUSED
READING GROUPS?
Illinois ASPIRE 2009
Guided Reading Format As outlined in the work of Fountas and Pinnell, “Guided Reading is a context
in which a teacher supports each reader’s development of effective strategies for processing novel texts at increasingly challenging levels of difficulty” (Fountas & Pinnell, 1996, p. 3).
The structure of a typical Guided Reading lesson roughly follows the following pattern: Selecting the text Introducing the text Reading the text Discussing the text Teaching for strategic activities Extending meaning (optional) Word Work (optional)
Fountas I., & Pinnell G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann Educational.
Illinois ASPIRE 2009
Guided Reading works well for Skilled Readers
Identify words accurately and fluently
Understand the meaning of words Develop meaningful ideas from
groups of words Draw inferences Relate what he or she already
knows to the text being read
Illinois ASPIRE 2009
Illinois ASPIRE 2009
Guided Reading may not be appropriate for struggling readers.
Important! READ THIS!
Illinois ASPIRE 2009
Skill Focused lessons may be more effectiveIn providing explicit and systematic instruction For stuggling readers.
Important! READ THIS!
Illinois ASPIRE 2009
EMPHASIS: Skills-focused Format
Skills-Focused Lessons are teacher-planned lessons that provide the opportunity for more systematic, explicit, and focused practice on a relatively small number of critical elements at a time (e.g., unknown consonant digraphs, vowel teams, r-controlled vowels, etc.).
They would also provide the opportunity for sustained, systematic, and interesting “word work” (e.g., Beck, 2006) in order to build fluency and confidence in the application of these skills to reading words.
Skills-Focused Lessons will be successful to the extent that they are fast-paced, interactive, and targeted appropriately on critical skills for each reading group.
Illinois ASPIRE 2009
Illinois ASPIRE 2009
Recent work has indicated- and many teachers have discovered-…
…that the combination of literature-based instruction and phonics is more powerful than either method used alone.
Rayner, et al, 2007
Illinois ASPIRE 2009
Teahers obviously need to strike a balance…But in doing so, we urge them to remember that reading
must be grounded in a firm understanding of the connections between letters and sounds. Instructors should recognize the ample evidence that youngsters who are directly taught phonics become better at reading, spelling and comprehension than those who must pick up all the confusing rules of English on their own. Educators who deny this reality are neglecting decades of research. They are also neglecting the needs of their students.
Rayner, et al, 2007
Illinois ASPIRE 2009
Early Literacy Experiencesand
Oral Language Development
• Automaticity with the code• Structure of the language• Alphabetic principle• Phonological awareness
• Background Knowledge
• Predictions
• Clarification/ questioning
• Monitoring for Meaning
• Summarizing
• Making Personal Connections
COMPREHENSION
FluentReflectiveReaders/Writers
Reading
Is
Rocket
Science
Louisa Cook MoatsPhonemic Awareness
Phonics
Fluency
Vocabulary
5 Big Areas:
A simultaneous bottom upand top down approach is Best Practice.
Comprehension
Oral LanguageDevelopment
Illinois ASPIRE 2009
Scientifically Based CoreReading Programs
Trophies and Story Town, published by Harcourt Reading Street, published by Scott Foresman (Sidewalks
is intervention kit) A Nations’s Choice, published by Houghton Mifflin Treasures, published by Macmillan/McGraw-Hill
(Triumphs is intervention kit) Open Court, published by SRA Reading Mastery Plus. published by SRA
Al Otaiba S., Kosanovich, M.L., Torgesen J.K., Hassler, L. & Wahl, M. (2005). Reviewing core kindergarten and first-grade reading programs in light of no child left behind: an exploratory study. Reading and Writing Quarterly, 21, 377-400.
Illinois ASPIRE 2009
Research-Based InterventionsLanguage DevelopmentLanguage Development: Language for Learning Language for Thinking Language for Reasoning Ladders to Literacy Language First! Building Language for Literacy Building Vocabulary Skills Elements of Reading- Vocabulary
Reviews of all programs be accessed on Florida’s Center for Reading Research at http://www.fcrr.org/fcrrreports/LReports.aspx
Illinois ASPIRE 2009
Supplemental Research-Based InterventionsEarly Literacy-Learning to Read
PALS Jolly Phonics Michael Heggerty Fundations Read Well
Reviews of all programs be accessed on Florida’s Center for Reading Research at http://www.fcrr.org/fcrrreports/LReports.aspx
Illinois ASPIRE 2009
Research-Based InterventionsOlder Readers SIM- University of Kansas- Strategic Instruction
Model Corrective Reading Language! REWARDS REACH
Reviews of all programs be accessed on Florida’s Center for Reading Research at http://www.fcrr.org/fcrrreports/LReports.aspx
Illinois ASPIRE 2009
How to match the demographics of my community to the best core reading program:
Differentiate High SES communities from Low SES communities??
Educationally, the main criteria are background knowledge and language development. The lower the SES, the MORE systematic and explicit interventions need to be in all 5 big areas of reading.
Illinois ASPIRE 2009
Illinois ASPIRE 2009
Illinois ASPIRE 2009
Harcourt Trophies
“A research-based, developmental reading/language arts program. Explicit phonics instruction; direct reading instruction; guided reading strategies; phonemic awareness instruction; systematic, intervention strategies; integrated language arts components; and state-of-the-art assessment tools ensure every student successfully learns to read.”
Illinois ASPIRE 2009
HarcourtKindergarten First Grade Second Grade Third Grade
Phonemic Awareness 80% 100%
Phonics 75% 86% 75% 100%
Fluency 83% 75% 67%
Vocabulary
Comprehension
TOTAL 77% 87% 75% 80%
High Priority Items
Discretionary Items
Kindergarten First Grade Second Grade Third Grade
Phonemc Awareness
88% 80%
Phonics 88% 79% 73% 66%
Fluency 63% 50% 83%
Vocabulary
Comprehension
TOTAL 88% 77% 67% 70%Design Features Kindergarten First Grade Second Grade Third Grade
TOTAL 50% 55% 65% 80%
Illinois ASPIRE 2009
Harcourt Trophies Reading Program Components for Kindergarten
Literature Student Practice
Teacher’s Material
Big Books and Big Books Collection with Audiotape
Library Books Collection
Big Book of Rhyme and Songs
Read Aloud Anthology
Alphabet Books
Little Books Collection
Practice Book
Picture/word cards
Phonics Practice Book
Pre-decodable/Decodable Books w/take-home version
Independent Readers
High-frequency word cards
Word builders/cards
Letter cards
Write on boards with Phonemic Awareness Discs
Magnetic Letters
Teacher’s Edition
Teacher’s Resource Book
Oo-pples and Boo-noo-oos: Songs and Activities for Phonemic Awareness with CD
Letter & Sounds Chart
Letter & Sounds Sentence Strip Collection
Music CD
Assessment Handbook
Alphie Rabbit puppet
www.harcourtschool.com
Illinois ASPIRE 2009
Harcourt Trophies Reading Program Components for Grades 1-3
Literature Student Practice Teacher’s Material
Big Books
Student Anthology
Intervention Readers (2,3)
Audiotapes for Student Anthology
Library Books with Teacher’s Guide
Big Book of Rhymes (1,2)
Read Aloud Anthology (1,2)
Practice Book
Picture Cards (1)
Letter/Word Cards (1)
Word Builders/Cards
Decodables with take-home version (1,2)
Phonics Practice Books
Leveled Readers --
Below, On, Advanced, ELL
Extra Support Masters
Challenge Masters
Teacher’s Edition
Teaching Chart (1)
Oo-pples and Boo-noo-oos:Songs and Activities for Phonemic Awareness with CD (1)
Teaching Transparencies
Decoding and Word Recognition Assessment
www.harcourtschool.com
Illinois ASPIRE 2009
Harcourt: Instructional Materials
Teacher’s manual with suggested lesson plans, strategies for reaching diverse learners, homework ideas and classroom management strategies
Cross curricular centers Supplemental support activities Intervention materials English Language Learner Guides Placement, diagnostic and theme assessments
Illinois ASPIRE 2009
Harcourt: Sample Reading Blocks
Whole Group Instruction (15-20 minutes) K: Phonemic Awareness, Sharing Literature, Literature Focus, Letter/sound Practice,
High-Frequency Word Practice Grade 1: Oral Language, Sharing Literature, Phonemic Awareness, Word Practice Grade 2-3: Sharing Literature, PhonicsSmall Group Rotations (20 minutes each) All students participate in Harcourt materials according to level/need K: Phonemic Awareness, Phonics, related activities Grade 1: Phonics, Word Work, Comprehension, Vocabulary, Oral Reading Fluency,
Reading Practice Grade 2-3: Word Work (Phonics, Vocabulary, High-Frequency Words), Reading
(Comprehension, Fluency)Supplemental/Intervention Programs Utilizes Harcourt Intervention Materials and any additional intervention programs to
address student need
Illinois ASPIRE 2009
Harcourt: Professional Development Support
Two full day trainings, K-1 and 2-3 by CORE consultant on Harcourt
Two full day trainings, K-1 and 2-3 by Harcourt consultant
One half day training for Classroom Literacy Assistants by Harcourt consultant.
Illinois ASPIRE 2009
Pros, Cons, and Pre-corrections
ProsDaily Plans in Teacher’s Edition
Additional Support Activities
Theme Resources
Cons
Matching program to school calendar
Material to cover
Pre-correctionsPacing Calendars for 2005/06– reteaching lessons and reviewing skills
Lesson Maps - WRRFTAC
Illinois ASPIRE 2009
Houghton Mifflin“Meet the needs of each and every reader with the latest in
scientifically based, explicit instruction. Powerful intervention resources combined with built-in assessment tools and a wealth of
leveled literature make this program highly effective and easily manageable.”
Illinois ASPIRE 2009
Houghton Mifflin
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness 85% 100%
Phonics 83% 82% 88% 88%
Fluency 75% 92% 67%
Vocabulary
Comprehension
TOTAL 84% 82% 89% 75%
High Priority Items
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness 100% 100%
Phonics 88% 96% 90% 75%
Fluency 25% 50% 42%
Vocabulary
Comprehension
TOTAL 94% 87% 81% 66%
Discretionary Items
Kindergarten First Grade Second Grade Third Grade
TOTAL 90% 85% 80% 75%
Design Items
Illinois ASPIRE 2009
Houghton Mifflin: ElementsA Nation’s Choice, 2003 Comprehensive, step-by-step systematic instruction in
the five strands of reading Powerful assessment to diagnose needs, inform
instruction, and document results Easy-to-use lesson plans and timesaving management
tools Built-in resources to support every student An array of authentic, motivating literature Emphasis on teacher modeling and opportunities for
practice
Illinois ASPIRE 2009
Houghton Mifflin: Instructional Framework Foundations for learning to read: oral language, knowledge of letter
names, phonemic awareness and concepts of print Decoding Skills: phonics/sequential decoding, analogy, context and
instant word recognition Fluency Texts for reading instruction Reading comprehension: vocabulary and background knowledge,
strategic reading Writing, spelling and grammar Motivation, independent reading and writing, home connections
Illinois ASPIRE 2009
Houghton Mifflin: Elements
Scope and sequence through shared and guided reading experiences, oral language experiences, writing experiences, read alouds, and self-selected reading opportunities
Presented in 3-week themes (K-1) and 4-6 week themes (2-5).
Differentiated instruction is supported within the core and handbooks.
Illinois ASPIRE 2009
Houghton Mifflin Reading Program Components: Kindergarten
Literature Student Practice
Teacher’s Material
Big Books Plus Content LinksLittle Big Books Plus Content LinksBig Books AudiotapesRead Aloud BooksPhonics LibraryOn May Way Practice Readers
Practice BookLetter, Word, and Practice CardsOn My Way Practice ReadersWord and Picture BooksKindergarten Phonics Center
Teacher’s EditionTeacher’s Resource BLMPhonics Library BLMAlphafriends PackageTheme PostersHome/Community Connection
Illinois ASPIRE 2009
Houghton Mifflin Reading Program Components: Grades 1st - 3rd
Literature Student Practice
Teacher’s Material
Big Books Plus Content LinksStudent AnthologyAudiotapes for Student Anthology Read Aloud BooksPhonics Library/Readers LibraryOn May Way Practice ReadersI Love Reading Books
Practice BookSound Spelling CardsOn My Way Practice ReadersI Love Reading BooksPhonics Library/Readers LibraryLeveled Readers -- Below, On Level, Challenge, Language SupportTheme Paperbacks
Teacher’s EditionTeacher’s Resource BLMPhonics Library BLMI Love Reading BLMReaders Library BLMTheme PostersHome/Community ConnectionPhonics/Decoding Screening TestBlending/Syllable Division Posters
www.eduplace.com
Illinois ASPIRE 2009
Text Type Definitions
Wordless: Books containing no words, only pictures.
Pre-Decodable (High-Frequency): May be predictable, lots of repetition of the high-frequency words learned in the accompanying lesson.
Predictable: These books have repetitive phrases with a predictable pattern and are often leveled by the publisher.
Decodable: Controlled by the previously taught phonic elements and high-frequency words.
Controlled: Controlled for vocabulary and not considered trade books or authentic by most educators. No particular phonic focus or enough repetition of a phonic element to be considered decodable.
Leveled: May be leveled by many elements (phonics, vocabulary, interest, etc.) Usually used as below-level, on-level, and advanced-level readers.
Authentic: Literature which may be leveled to determine grade level. May be sold as trade books.
Illinois ASPIRE 2009
Houghtin Mifflin: Instructional Materials Teacher manual with suggested lesson plans for themes Resources for supporting differentiated learning, including
materials to challenge, extend, and reteach lessons English Language Learner Handbook Classroom management handbook Built-in assessments
Theme Selection (1-6) and Skills Tests (K-6) Emerging Literacy Survey (K-2) Phonic/Decoding Screening (1-6) Integrated Theme Tests (K-6)
Illinois ASPIRE 2009
Core Components: Kindergarten and Grade 1Benchmark:1. Core Program Components: Opening Routines, Reading the Big Book,
Teacher Read Aloud, Comprehension Strategy and Skill Instruction, High Frequency Words, Phonics/Word Work, Content Link, Vocabulary Strategy and Skill Instruction, Spiral Review, Building Fluency/Rereading for Fluency, Practice Book, Spelling, Concepts of Print, Anthology Selections, Phonics Library, etc.
2. Differentiation: Use the Challenge Handbook and/or Classroom Management Handbook for additional resources.
Strategic/Intensive:
1. Core Program Components: Same as Benchmark. 2. Differentiation: Use Extra Support Handbook and ELL Handbook for
additional resources to preteach and reteach lessons.
*Based on your data, a supplemental program may be needed to support/supplant these children in/from the core program.
Illinois ASPIRE 2009
Core Components: Grades 2-3Benchmark:1. Core Program Components: Teacher Read Aloud, Phonics/Word
Work, High Frequency Word Instruction, Vocabulary Strategy and Skill Instruction, Anthology Selections, Phonics Library (2nd only), Spelling, Structural Analysis, Comprehension Strategy and Skill Instruction, Spiral Review, Practice Book, Building Fluency/Rereading for Fluency, etc.
2. Differentiation: Use the Challenge Handbook and/or Classroom Management Handbook for additional resources.
Strategic/Intensive:
1. Core Program Components: Same as Benchmark. 2. Differentiation: Use Extra Support Handbook and ELL Handbook for
additional resources to preteach and reteach lessons.
*Based on your data, a supplemental program may be needed to support/supplant these children in/from the core program.
Illinois ASPIRE 2009
HM 2005: K and 1st Kindergarten 5 Big Ideas Color Coded in Teacher’s Edition Overall Format is More Organized New Read Alouds New Leveled Readers for Social Studies, Reading (June) and Science
(September) First Grade Anthologies 1.1 and 1.2 (Themes 1, 2, 3, and 4) have 3, instead of 2,
stories. The Main selection is less decodable than 2003 edition. (**Recommend purchasing at least 10 copies of Phonics Library books for every classroom)
Other Changes: Information on Assessing Student Progress, Managing Flexible Groups, and Planning for Assessment
Illinois ASPIRE 2009
HM 2005 2nd and 3rd
New Weekly 5 Day Lesson Plan Like K and 1 Overall Format is More Organized 2 New Selections (1 fiction/1 nonfiction) Instruction and Review of Theme Skills/Strategies 1 Week of Lesson Plans in All Six Themes Section on Management Routines/Instructional Routines Additional Leveled Readers with Lesson Plans No Longer Reader’s Library Books Information on Assessing Student Progress and
Planning for Assessment
Illinois ASPIRE 2009
Pros, Cons, and Pre-CorrectionsPros
Teachers Manuals
Variety of materials and texts to meet needs of all learners
Spiral Reviews
Consistent Scope and Sequence
Consistent weekly pattern of instruction
Con
Not enough daily explicit teaching, modeling, guided practice and review of explicit phonics for struggling readers (K-3)
Not enough exposure of explicit teaching, modeling and student fluency practice using decodable and controlled texts (K-3)
Pre-Corrections
Adding daily explicit phonics lessons for struggling readers (K-3)
Pacing Calendars – reteaching lessons and reviewing for mastery (utilizing possible 7-day plan for second and third grade)
Preview Theme Skills tests and review test results
Illinois ASPIRE 2009
Open Court“Reading and writing program that uses a balanced approach of systematic direct instruction in phonemic awareness and phonics, grade level decodable text, and incorporation of language arts materials.”
Illinois ASPIRE 2009
Open Court
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness 80% 75%
Phonics 81% 89% 56% 63%
Fluency 63% 83% 92%
Vocabulary
Comprehension
TOTAL 80% 77% 68% 80%
High Priority Items
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness 100% 90%
Phonics 100% 83% 55% 84%
Fluency 88% 67% 75%
Vocabulary
Comprehension
TOTAL 100% 87% 58% 82%
Discretionary Items
Kindergarten First Grade Second Grade Third Grade
TOTAL 80% 80% 90% 85%
Design Items
Illinois ASPIRE 2009
Open Court: Elements
Teaching: Early Reading Teacher directed instruction in alphabetic and phonemic awareness, phonics,
comprehension and writing Reinforcement and repeated practice of phonemic awareness through sound and
spelling cards, alliterative stories and reading materials that incorporate instructed words and sounds
Focus on blending through direct instruction, teacher modeling and student response
Dictation, spelling and word building games to link phonics to writing Incorporation of literature beginning with big books (beginning kindergarten)
followed by grade appropriate texts (mid first grade)
Teaching: Language Arts Grade level authentic literature organized that include famous fiction and non-fiction
writers, science and social studies units Multicultural focus is full-length texts Emphasis on vocabulary, comprehension and exploring concepts
Illinois ASPIRE 2009
Open Court: Instructional Materials
Teacher manual, toolboxes and instructional kits to guide instruction, including differentiation (levels K-6)
Big and little books (K-1) Pre-decodable and decodable text (K-3) Student Anthologies (1-6) Reading, phonemic awareness and phonics package (K) Reading and phonics package (1-3) Sound and letters workbook (K) Language Arts skills workbook (K) Phonics skills workbook (K) Comprehension and Language Arts workbooks (1-6) Inquiry journal (2-6) Unit assessments (K-6) Desk strips (K-3) Transparencies (K-6) Spelling and Vocabulary skills workbook (K-6) Intervention Support (K-6)
Illinois ASPIRE 2009
Open Court: Professional Development One half day orientation One day grade level professional
development including introduction to materials, examples of lessons and modeling of strategies
6-8 week follow-ups for classroom observation, demonstration and debriefing
Additional support as needed
Illinois ASPIRE 2009
Pros and Cons
Pros
Teachers Manuals
Materials for differentiation
Interventions supports
Cons
Pacing may be too fast for struggling students and ELL students
Illinois ASPIRE 2009
Scott Foresman Reading Street“Designed to help teachers build readers through motivating and engaging literature, scientifically research-based instruction, and a wealth of reliable teaching tools for instruction, pacing, assessments, and grouping.”
Illinois ASPIRE 2009
Scott Foresman (2004)
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness 75% 75%
Phonics 72% 79% 81% 75%
Fluency 75% 75% 50%
Vocabulary
Comprehension
TOTAL 73% 77% 79% 60%
High Priority Items
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness 69% 85%
Phonics 81% 83% 83% 38%
Fluency 75% 67% 25%
Vocabulary
Comprehension
TOTAL 72% 83% 79% 34%
Discretionary Items
Kindergarten First Grade Second Grade Third Grade
TOTAL 70% 80% 60% 45%
Design Features
Illinois ASPIRE 2009
Scott Foresman: Elements
Provides systematic instruction and repeated practice opportunities emphasizing different skills at various grade levels (“right skill at right time with right emphasis”)
Provides learning opportunities through shared reading, guided reading, oral language experiences, writing, read alouds and self-selected reading
Scope and sequence through 6 week thematic units (k-1) and 5 week thematic units(2-6)
Emphasis on daily assessment and differentiated instruction
ELL component available
Illinois ASPIRE 2009
Scott Foresman: Elements
Teaching: One week lessons that focus on a specific targeted skill and
highlight predictor skills for success Weekly anthologies that target social studies and science
standards 150 instructional days that focus on reading, word work, oral
language, language arts, and social studies and science connections
90-minute instructional blocks (additional 60 minutes with language arts component)
Strategic Intervention lessons that parallel grade-level content and incorporates systematic scaffolding
Guidelines for making data-based decisions
Illinois ASPIRE 2009
Scott Foresman Reading Program ComponentsKindergarten
Literature Student Practice Teacher’s Materials
22 Big Books
15 Trade Books
*Read, Write and Listen *Practice Book w/ Family Times Books
*Leveled Readers wordless stories, kindergarten readers, independent readers for extra practice
*Magnetic Word Building Cards (teacher & student)
*Phonics Activity Mats
*Teacher’s Editions - 6
*Teacher’s Resource Book*Daily Oral Language Flip Chart
*Phonics Songs and Rhymes Flip Chart
*ABC picture cards
*Picture/Word cards
*Word Building Wall Cards
Illinois ASPIRE 2009
Scott Foresman Reading Program ComponentsGrades 1-3Teacher Materials*Teacher Editions (6) w/ Links
*Big Books (Gr’s 1 and 2 only)
*Trade Books
*Teacher Resource Book (BL’s)
*Adding English and Posters
*10 Important Sentences
*Vocabulary Flip Chart
*Collection For Readers and Intervention Handbook for Remediation (Gr 3 and up only)
*Phonics Source Book/Games Kit & Phonics Handbook
*Phonics Songs and Rhymes Charts CD’s/cassettes
*Assessment Handbook and Testing Books
*Grammar/Spelling Practice
Student Materials*2-5 Student Books
*Leveled Readers
Challenge
Easy
On-Level
*Collection for Readers Books (see Teacher Materials)
*Phonics Readers (gr 1-3)
*Decodable Readers (gr 1 only)
*Take Home Readers
*Practice Books
Other “Enhancements”*Typed SF passages for fluency
*Index Cards for Word Walls, etc.
*Word Walls in every classroom
*Sight Word & Fluency Building Activities
*Research Based Methods of Reading Instruction K-3 Books for all teachers (by Vaughn and Thompson)
*White Boards/markers
*Guided Reading Coaching Tool
*Pocket Charts/Easels
Illinois ASPIRE 2009
Scott Foresman: Instruction
Reading: Focus on comprehension, vocabulary, fluency, cross-
curricular comparisons and independent readingWord Work: Phonemic awareness, phonics, spelling and high frequency
wordsOral Language: Concept building and shared literatureAdditional Language Arts: Writing, grammar, speaking, listening, technology,
research/study skills
Illinois ASPIRE 2009
Scott Foresman: Instructional Materials Teacher Edition with suggested lesson plans (Unit
overview, weekly overview broken into “big ideas”, instructional strategies for each day)
Resources for small group strategies and reteaching Leveled readers Intervention handbooks Classroom Routines folders English Language Learner supports
Illinois ASPIRE 2009
Scott Foresman: Professional Development Ongoing professional development on
progress monitoring and use, components of effective reading program and elements of effective instruction
Reading Professional Development package available with presenter package, 8 modules and videos for reading instruction
Illinois ASPIRE 2009
Pros, Cons, and Precorrections
Pros2002-2004 versions are almost identical – save some of your 2002 materials for IA’s and extra doses.
The program is comprehensive. There are materials that can be used for extra/double dosing. Think about purchasing extra:
Decodable Stories
Phonics Stories
Take Home Stories
ConsLower functioning students will struggle in SF. Newer teachers will need to learn how to boost their own delivery skills in that the directions for guiding reading, diagnosing errors, interpreting test data and administering correction procedures are minimal.
Areas such as phonics in the lower grades or fluency in grades 2/3 need to be enhanced.
Learning what skills to teach (where to get the most bang for the buck) takes time.
PrecorrectionsK/1 – For intensive students, ERI layers well. For 2/3 students who need fluency, Read Naturally layers well.
Additional coaching or team planning (see Guided Reading Coaching Tool) can support teacher’s instructional deliveries.
Stay focused on the most useful vocab (tier 2), the target skills and regularly check in with the RF scope and sequence to check pacing.
Illinois ASPIRE 2009
Similarities of Core Programs
Systematic and explicit instruction of Big 5 reading areas
Units, themes, and skills integrated throughout instruction and activities
Teacher manuals and resources to assist in instruction of themes
Student materials and books that reinforce units and lessons
English Language Learner Handbooks Material for differentiating based on student need
Illinois ASPIRE 2009
What Criteria….
Differentiate High SES communities from Low SES communities??
Educationally, the main criteria are background knowledge and language development. The lower the SES, the MORE systematic and explicit interventions need to be in all 5 big areas of reading.
Illinois ASPIRE 2009
High SES ExampleTier 3
Intensive Interventions:
Reading Mastery Corrective
Reading (4-12) Language! (3-12)
Tier 2
Targeted Interventions:
Read Well (1-3) Horizons
Tier 1 Universal
Interventions:
Four Block Guiding Reading
Houghton Mifflin Harcourt
Tier 2
____%
Tier 1
%
Tier 3 %
Illinois ASPIRE 2009
Middle SES Example
Tier 3 Intensive
Interventions:
Corrective Reading (4-12)
Language! (3-12)
Tier 2 Targeted
Interventions:
Horizons Reading Mastery Language! (3-12)
Tier 1 Universal
Interventions:
Harcourt Houghton Mifflin Open Court Read Well (1-3)
Tier 2
____%
Tier 1
%
Tier 3 %
Illinois ASPIRE 2009
Low SES Example
Tier 3 Intensive
Interventions:
Language! (3-12) Corrective
Reading (4-12)
Tier 2 Targeted
Interventions:
Reading Mastery Corrective
Reading (4-12) Language! (3-12)
Tier 1 Universal
Interventions:
Reading Mastery Horizons Read Well (1-3) Open Court
Tier 2
____%
Tier 1
_____%
Tier 3 %
Illinois ASPIRE 2009
Reading Mastery
“Explicit phonics, fluency, and comprehension are key building blocks in
the Reading Mastery Program”
Illinois ASPIRE 2009
Reading Mastery Ages 5-11 Based on DISTAR All instruction is direct and unambiguous New concepts are introduced in small steps Students practice skills until mastered Reading skills and strategies are specifically taught, applied and
reviewed, maximizing student achievement. All stories are composed entirely of words students have decoded in
isolation Immediate corrective feedback provided for errors Students receive consistent daily practice in reading, writing, listening,
and speaking Entry level and continuous monitoring of students Strong research based to support success with at risk students
Illinois ASPIRE 2009
Reading Mastery
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness 95% 100%
Phonics 86% 93% 81% 100%
Fluency 84% 100% 83%
Vocabulary
Comprehension
TOTAL 89% 90% 89% 90%
High Priority Items
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness 94% 100%
Phonics 75% 95% 90% 84%
Fluency 75% 92% 100%
Vocabulary
Comprehension
TOTAL 84% 84% 90% 89%
Discretionary Items
Kindergarten First Grade Second Grade Third Grade
TOTAL 90% 90% 55% 55%
Design Features
Illinois ASPIRE 2009
Reading Mastery
Levels 1, 2 and Fast Cycle: Use knowledge of letter sounds and patterns to decode and
spell words. Learn to recognize common irregular words. Develop a reading vocabulary of over 1,200 words. Respond to questions, follow instructions, make predictions
and draw conclusions.Reading Mastery Levels 3-6: Provides students with the structure and challenging
materials required for developing: Strong vocabulary and multiple decoding skills. Comprehension strategies for understanding content.
Illinois ASPIRE 2009
Reading Mastery: Fast Track
Combines Levels 1 and 2 into accelerated one year program
Designed for students with “average” learning rates
Illinois ASPIRE 2009
Reading Mastery: Link to 5 Areas of ReadingPhonemic Awareness: explicitly taught beginning with easiest
tasks (saying drawn out words fast) through the continuum of more difficult tasks (isolate, blend, discriminate)
Phonics: explicit instruction of common letter-sounds and blending incorporated into text for practice
Fluency: one-minute timed partner readings from daily storiesComprehension: begins in level 3 with specific strategies for
understanding content (making predictions, answering questions, drawing conclusions incorporated in Levels 1-2)
Illinois ASPIRE 2009
Reading Mastery: Pros and Cons
Pros: Focuses on 40 more
frequently used letter sounds
Incorporation of orthography into meaningful and interesting text
Provides immediate corrective feedback on oral reading errors
Cons: Concern related to
authenticity of texts and reading passages
Struggling students may need more systematic and explicit instruction, review of high priority skills and building links between fundamental and higher order skills (especially grade 2 and higher)
Illinois ASPIRE 2009
Language!Jane Fell Greene, Ed.D
“Designed specifically for students performing two or more years behind
grade-level placement”
Illinois ASPIRE 2009
Language!
Designed for Grades 3 - Adult Integrates reading, spelling, writing, and critical language
arts strands Developed for students who benefit from explicit
instruction in a structured language curriculum Sequenced, systematic, cumulative explicit instruction in
two daily 90 minute blocks Individualized instruction based on entry assessments Students continue on a level until mastery completed Small group and individual activities
Illinois ASPIRE 2009
Language!: Oregon Reading First Review
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics 56%
Fluency 56%
Vocabulary
Comprehension
TOTAL 56%
Illinois ASPIRE 2009
Language! Florida Center for Reading Research Review
PA P F V C
+++ +++ +++ +++ +++
Area of Reading
Notes: a, b, c, d (systematic, explicit, aligned to student materials, ample practice opportunities
Illinois ASPIRE 2009
Curriculum
Three levels of 18 units Students spend approximately 1 year on each level Series of increasing decodable readers with activities for
before, during, and after reading Activities focus on vocabulary expansion, pre-reading
summary, writing extension, and questions for discussion based on Bloom’s taxonomy
Master lesson plans, instructional resource guides, and supplemental materials that systematically guide teacher
Lessons flow from phonemic skills to connected text
Illinois ASPIRE 2009
Alignment with Big 5
Phonemic Awareness: book of activities including rhyming, production, isolation, segmentation, blending, deletion, substitution, and reversal of phonemes
Phonics: taught directly by linking correct letter symbol to phoneme
Vocabulary: study of structures including comparative forms, tenses, affixes and roots in Greek, Latin, and Anglo-Saxon
Fluency: independent readings and direct practice with timed readings of words, phrases, and passages
Comprehension: exercises and support materials for comprehension strategies including graphic organizers, pictoral sequencing, and semantic maps
Illinois ASPIRE 2009
Language!: Pros and Cons
Pros: Thorough presentation of reading,
spelling and language arts strands that are systematic
Instructor manual and resource guide that offer materials for teaching content as well as background knowledge needed
Highly structured and individualized (students move through at own pace)
Lesson plans for units tie together skills, materials, and activities needed for instruction
Cons: Majority of research conducted
with middle and high school students
Illinois ASPIRE 2009
Corrective Reading
“Intensive intervention for students who are reading below grade level. ”
-SRA McGraw Hill
Illinois ASPIRE 2009
Corrective Reading
Designed for Grades 3-Adult Direct instruction approach Tightly sequenced lessons focusing on
decoding, fluency and comprehension Appropriate for small groups or whole
classrooms Consistent with SBRR
Illinois ASPIRE 2009
Corrective Reading: Oregon Reading First Review
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness 98% 98%
Phonics 100% 100%
Fluency 75%
Vocabulary
Comprehension
Level A
Illinois ASPIRE 2009
Corrective Reading: Oregon Reading First Review
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness
Phonics 92% 99%
Fluency 84% 84%
Vocabulary
Comprehension
Levels B1 and B2
Illinois ASPIRE 2009
Corrective Reading: Florida Center for Reading Research Review
PA P F V C
+++ +++ +++ +++ +++
Area of Reading
Notes: a, b, c, d (systematic, explicit, aligned to student materials, ample practice opportunities
Illinois ASPIRE 2009
Curriculum
2 strands with 4 levels: Decoding and Comprehension Levels A, B1 and B2 designed for half year Level C designed for full year Teacher materials: Series Guide for sample lessons and
placement tests, Decoding Presentation Book, Comprehension Presentation Book, Teacher Guide, Blackline Masters, standards and benchmark checklists, assessment tools
Student Materials: hardcover decoding and comprehension textbooks, decoding and comprehension workbooks, placement and mastery tests
Illinois ASPIRE 2009
Alignment with Big 5
Decoding Strand: focus on phonemic awareness, word identification and efficient reading
Level A: Word Attack Basics (nonreaders) – basic decoding skills and phonemic awareness activities
Level B1: Decoding Strategies (nonfluent or high errors on like words) – phonemic awareness, phonics, fluency and comprehension through predication questions
Level B2: Decoding Strategies (nonfluent or high errors on like words) – phonemic awareness auditory activities, phonics, fluency and comprehension through predication questions
Level C: Skills Applications (bridging word attack with reading text) – fluency, vocabulary and comprehension through predication questions
Illinois ASPIRE 2009
Alignment with Big 5Comprehension Strand: focus on vocabulary, information and comprehension
strategies for academic success Expository text for cause/effect, inference, main idea, text
structure and sequencing Instruction for interpreting graphs, maps, charts and
diagrams
Level A: Thinking Basics (difficulty with literal questions and following directions) - focus on oral language foundation
Level B1 and B2: Comprehension Skills (literal and inferential comprehension strategies) – read to learn new information
Level C: Concept Applications – build skills for secondary content areas, organizing information for retention and reporting
Illinois ASPIRE 2009
Corrective Reading: Pros and Cons
Pros: Explicit and systematic
instruction Scaffolded professional
development and coaching Well-organized teacher
materials (less preparation time required)
Video libraries for direct instruction
Cons: Minimal fluency goals Structured and repetitive style
may not lend well to teacher style