PREVIEW - Project Read presenting the underlying format of narrative writing and ... Project Read® Lesson Preview REIEW Story orm ... index card and the definition on the back of

Authors: Victoria E. Greene Mary Lee Enfield, Ph.D.

Story Form Comprehension

GuidePREVIEW

2 © Language Circle Enterprises, Inc.

Project Read® PREVIEW

PREVIEW

Story Form

© Language Circle Enterprises, Inc. 3

Project Read® PREVIEWStory Form

Dear Reader,

Welcome to Story Form. This guide is part of the Project Read® curriculum, written by author Tori Greene and produced by Language Circle Enterprises®.

The Project Read curriculum is a complete Language Arts program designed to respect alternative learning profiles. Research-based and student-tested, Project Read materials have been proven to cultivate knowledge, promote academic independence, and foster self-confidence for over four decades. Language Circle passionately adheres to a strong philosophy:

“To ensure that all children, no matter their circumstance or ability, have the opportunity to understand, embrace, and enjoy the many components of the written and spoken word.”

The Story Form curriculum by Language Circle teaches a process for gathering and organizing information from narrative reading material to lead students in comprehension strategies and higher-order thinking. The lessons use multisensory activities and direct instruction to present a systematic approach to narrative comprehension through the study of story structure, analysis, and sequential story form. This curriculum assists teachers in presenting the underlying format of narrative writing and plot structure. Each unit of instruction contains narrative reading materials and graphic organizers for student use. This program will help students with analysis and comprehension reading in any academic area.

A scope and sequence of skills and concepts begins the preview materials followed by lesson samples from Unit 1. Unit 1 begins with the understanding of story structure: setting, characters, conflict, rising action, climax, and falling action. Students are taught to recognize, label, and define the parts of a story. We hope you gain a better understanding of the structure and methodology of the Project Read curriculum from these sample materials.

At Language Circle, we believe that the instructor must be well-equipped in order to educate their students properly. The guide and instructional materials are designed to make each lesson easy to comprehend and teach, providing instructors with a sense of comfort and organization. It is our hope that the Story Form Comprehension Guide will ignite your passion for teaching and arm you with the tools to educate each one of your unique students, no matter their learning profile.

Thank you for taking the time to review this material. Please visit our website for more information at www.projectread.com or call the Language Circle office 800-450-0343 with any questions.


Project Read® PREVIEW

PREVIEW

Story Form


Project Read® Introduction

PREVIEW

Story Form

Reading Comprehension Story Form curriculum by Language Circle Enterprises® is designed to assist primary through adult-aged learners in “breaking open” text, using multisensory strategies to explore narrative literature. Teaches a process to interact with narrative literature to prepare students for all academic reading. Activities are specifically structured to help students explore fiction texts through the study of story structure, analysis, and sequential story form.Higher level thinking skills are promoted through Bloom’s Taxonomy. These strategies teach students to analyze, synthesize, and use evaluative thinking.

©2015 Language Circle Enterprises, Inc.

STORY FORM

CONCEPTS & SKILLS OVERVIEWStory Parts

• Primary - Setting - Characters - Action - Problem/Wish - Turning Point - Message

• Intermediate - Setting - Protagonist/Antagonist - Conflict - RisingAction/Climax/FallingConflict - Interpretive theme

Story Types• Human Interest• Fantasy• Realistic Animal• Mystery• Legend• Historical Fiction• Biography• Adventure

Reading Comprehension Skills• Primary

- Dialogue - Characterization

• Intermediate - Flashback - Foreshadowing -Personification - Satire - Dialect - Mood - Humor - Imagery - Metaphor/Simile - Symbolism

Questioning Strategies

MATERIALSStory Form Literature Connection:★ Story Form Literature Connection Guide★ Literature Connection Student Practice

Sheets on CD-ROM★ Primary Story Puzzle★ Primary Story Boards (set of 10)• Story Type Wheel Puzzle Poster Set• Questions to Ask About the Story Poster• Story Chart Poster• Genre Flavors Sprinkles Posters (set of 8)• Author’s Writing Techniques Poster Set

Story Form Comprehension:★ Story Form Comprehension Guide★ Story Form Comprehension Student

Practice Sheets - CD-ROM★ Intermediate Story Puzzle★ Intermediate Story Boards (set of 10)

★ Essential Classroom Materials

Project Read® Curriculum

STORY FORM

Project Read


Project Read® Introduction

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Project Read® Scope & Sequence

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Story Form

Story Form Comprehension Guide

Comprehension Guide – story Form

Table oF ConTenTs

page

introduction .......................................................................................................... i

research based .................................................................................................... r-1

Graphic organizers .............................................................................................. G-1

Questioning strategies ......................................................................................... Q-1

uniT i – Story Skeleton ............................................................................ 1-1

Skill: Setting ....................................................................... 1-3

Skill: Characters ............................................................... 1-5

Skill: Problem/Conflict ..................................................... 1-8

Skill: Rising Action ............................................................ 1-14

Skill: Climax ...................................................................... 1-17

Skill: Falling Action .......................................................... 1-18

Story

“Mike’sStory” .......................................................... 1-21

uniT ii – Setting .................................................................................... 2-1

Skill: Time & Place ........................................................... 2-2

Stories:

“Charley’sGarden” .................................................. 2-6 “TheFirebird” .......................................................... 2-12

Revised7-05-07



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Story Form


Table oF ConTenTs

page

uniT iii – Conflict .................................................................................... 3-1

Skill: Opposing Force ....................................................... 3-4 Skill: Inciting Force .......................................................... 3-10

Stories:

“TarredFeathers” .................................................... 3-25 “AirPocket” ............................................................. 3-33 “TheAntandtheCaterpillar” .................................. 3-36 “Gukum” ................................................................... 3-42 “JustaPigeon” ........................................................ 3-50

uniT iV – Rising Action .............................................................................. 4-1

Skill: Rising Action ............................................................ 4-1

Skill: Crisis & Climax ....................................................... 4-17

Skill: Climax ...................................................................... 4-29

Stories:

“TarredFeathers” .................................................... 4-7 “Cornered” ............................................................... 4-19 “Zapus” .................................................................... 4-30 “JustaPigeon” ........................................................ 4-37 “ClaraandtheBackTwenty” ................................... 4-41 “TheRambunctiousRaccoon” ................................. 4-48 “TheLifeandTimesofMontgomeryT.Flea” .......... 4-58



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Story Form


Table oF ConTenTs

page

uniT V – Falling Action ............................................................................ 5-1

Skill: Open Plot ................................................................. 5-2

Skill: Closed Plot ............................................................... 5-8

Stories:

“Consider” ............................................................... 5-5 “AnIcySurprise” ..................................................... 5-11 “TheLawnThatWentWild” ..................................... 5-19 “TheLovePotion” .................................................... 5-30 “TaleoftheTiger” .................................................... 5-34 “Jumpin’Catfish” ..................................................... 5-39 “Victoria” ................................................................. 5-49

uniT Vi – Interpretive Theme ................................................................... 6-1

Skill: Interpretive Theme ................................................. 6-2

Skill: Supportive Evidence ............................................... 6-4

Stories:

“DoTwoWrongsMakeaRight” .............................. 6-7 “ThePrize” ............................................................... 6-10 “TalktoMe” ............................................................. 6-12 “SwanSong” ............................................................ 6-21 “John’sNewPet” ..................................................... 6-24 “GrandpaandtheChestnutTree” ............................ 6-32 “ThePrimaryLaw” .................................................. 6-40 “Survival” ................................................................. 6-43 “TheForeigner” ....................................................... 6-56 “TheKidNobodyCouldHandle” ............................ 6-63



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Story Form


Table oF ConTenTs

page

uniT Vii – Type/Genre ................................................................................ 7-1

uniT Viii – Literary Terms .......................................................................... 8-1

Definition of Literary Terms .................................................... 8-2


Project Read® Lesson Preview

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Story Form

Unit1:StorySkeleton

Story Form Comprehension Guide 1-1

unIT I - STORY SkELETOn

Goal: To have knowledge and understanding of the parts of a story skeleton.

TeaChinG obJeCTiVe: 1. To recognize the shape of each story part.

2. To label the parts of a story skeleton.

3. To define the parts of a story skeleton.

Task analYsis: 1. setting

2. Characters

3. Conflict

4. rising action

5. Climax

6. Falling action


Table oF ConTenTs

page

uniT Vii – Type/Genre ................................................................................ 7-1

uniT Viii – Literary Terms .......................................................................... 8-1

Definition of Literary Terms .................................................... 8-2



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Story Form

Unit1:StorySkeleton

1-2 Story Form Comprehension GuideReproduction for student use is limited; see license terms printed inside cover.

SETTInG

Time:_________________________________

place:_________________________________

TImE LInE



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Unit1:StorySkeleton


unIT I - STORY SkELETOn

anTiCipaTorY seT: display the paper human skeleton, (pages ix and xi).

QuesTion: What kind of skeleton is this?

ansWer: human skeleton

SkILL: SETTInG

inpuT: 1. inside of all humans is the same structure or skeleton.

2. inside of all stories is the same structure or skeleton.

3. The parts of the human skeleton are held together by the backbone. The parts of a story skeleton are attached to the setting.

4. deFiniTion: The setting of a story is the time and place in which the story

occurs.

kinesTheTiC eXperienCe:

modelinG: 1. display a large colored piece of green felt or green paper labeled setting.

2. Trace around the shape while reciting the definition. Time: place:

stor

y oc

curs

.

The setting is the

time and place

in which the



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Story Form

Unit1:StorySkeleton

1-4 Story Form Comprehension Guide

Time:Place:

Thesettingisthetimeandplacethestoryoccurs.

SkILL: SETTInG (continued)

3. students and teachers recite the definition of setting while drawing the setting symbol ( n ) in the air or on a piece of paper.

4. students receive a set of six unlined index cards. students draw the symbol of setting on the front of one index card. students record the definition on the back of the index card.

index card index card front: back:

modelinG: 1. introduce the setting of “mike’s story.”

2. begin to build the skeleton of “mike’s story” on the board or overhead. (use the “setting” Worksheet on p. 1-2.)

example:

SETTInG

Time: January, sunday a.m.place: bloomington, mn mike’s house

TImE LInE



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Unit1:StorySkeleton


SkILL: ChARACTERS

inpuT: every story has characters. The characters are people or animals that act out the happenings or events of the story.

kinesTheTiC eXperienCe: 1. The character symbol

is placed below the time line of the setting. see page 1-4, 1-2.

2. students and teacher recite the definition of characters while drawing a stick figure in the air.

deFiniTion: The story characters are people or animals that act out the

story.

3. students draw the symbol on the front of an index card and write the definition on the back side of the index card.

SETTInG

Time: place:

TImE LInE



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Story Form

Unit1:StorySkeleton


skill: Characters (continued)

modelinG: 1. introduce the characters in “mike’s story.”

2. Continue to build the skeleton by placing the character symbol on the setting and listing the characters.

example:

TImE LInE

mike

mike’s mom

paul

paul’s uncle

SETTInG




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Story Form

Unit1:StorySkeleton

Story Form Comprehension Guide 1-7Reproduction for student use is limited; see license terms printed inside cover.

COnFLICT

STRuGGLE



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Unit1:StorySkeleton


SkILL: PROBLEm/COnFLICT

inpuT: 1. The heartbeat of a story is the problem or conflict.

2. The conflict is the struggle the main character is having with himself, another character or thing.

kinesTheTiC eXperienCe: 1. The symbol for the conflict (circle) is placed above the time

line in the center of setting. see pages 1-4, 1-2.

2. students draw the shape in the air or on a piece of paper while reciting the definition.

deFiniTion: The conflict is the struggle the main character is having with

himself, another character or thing.

3. students draw the symbol of the conflict on the front of an index card and the definition on the back of the index card.

SETTInG

Time: place:

TImE LInE

ConFliCT



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Unit1:StorySkeleton


SkILL: PROBLEm/COnFLICT (continued)

CheCk For undersTandinG: see Worksheet page 1-10.

students write the labels for the symbols, character and conflict on the worksheet on page 1-10.



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Unit1:StorySkeleton


SETTInG

Time:_________________________________

place:_________________________________

WorksheeT name ____________________________

TImE LInE



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Unit1:StorySkeleton


SkILL: PROBLEm/COnFLICT (continued)

modelinG: 1. illustrate conflict through mike’s story. read or tell the story through the last paragraph of page 1-12.

2. Continue to build the skeleton by placing the symbol for conflict on the setting and record the conflict.

3. The conflict is triggered ( ) by an event in the story.

4. record the event that triggered the conflict and the two forces in conflict as illustrated below.

TImE LInE

SETTInG


ConFliCT

mike

mom says no.mike asks permission.

mom



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Story Form

Unit1:StorySkeleton


mIkE’S STORY

setting: Time: January, sunday a.m. place: bloomington, mn (home)

Characters: mike paul mike’s mom paul’s uncle

mIkE’S STORY part 1 The phone rings. paul invites mike to the ambassador hotel in

st. louis park where there is a great new health club and olympic-size pool. paul’s uncle is staying there on business. mike is excited about the opportunity to spend the day swimming, playing racquetball and just generally exploring this great facility.

he puts his hand over the receiver, turns and asks mother’s permission. mother is thrilled for mike. mother has always been proud of him. he has never given her reason to be anything else. as she turns to answer him she is struck by how much he has grown this past year. she wonders at just what moment he had changed from that plump, freckled faced, shy little boy into the maturing adolescent who is standing in front of her. mother speaks cheerfully, “michael, remember Grandma’s birthday party is this afternoon. i’m sure dad wouldn’t mind driving you to the ambassador after the party.”

mike’s muscles strain as his hand pushes down on the receiver and his voice articulates the urgency of his words. “mom, his uncle is leaving at 4:00 for the airport. They’re planning on picking me up in a half an hour. Can’t i miss Grandma’s birthday party just this once!” mother responds gently, “no, michael, Grandma would be terribly disappointed if you weren’t there.”

mother’s heart has always been a bit soft when if comes to michael. in her son’s early years she saw how easily his shy and gentle nature could be bruised, and she had a tendency to protect him from what she considered to be unnecessary blows.

mike is aware of mother’s pliable heart, perhaps not consciously, but he knows she can often be softened and sweetened to see his point of view.



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Story Form

Unit1:StorySkeleton


mIkE’S STORY part 2

Casually thrusting the speaker end of the receiver into the pocket of his jeans so he can use both hands in dramatic gesture, he slides down on one knee and poses his hands in prayer and pleads, “mother, please! do you understand this is not just only old splash, this is a day at the ambassador health Club. a once in a lifetime opportunity.”

“no, michael! You may not miss your Grandmother’s birthday celebration,” mother proclaims clearly and emphatically.

“no!”, mike repeats his mother’s words in disbelief. “You can’t mean no!”

“i’m sorry, michael, but you must be present at Grandmother’s birthday party,” mother repeats.

sensing that more than a dramatic plea will be needed, mike blurts out, “mom, i promise if you let me go i’ll spend all day saturday cleaning my room and the basement. i’ll box up all that junk from my last model building project.”

as mike hears his last words echo, he feels confident this bargain will be irresistible to his mother.

“michael Francis murphy!” suddenly mike feels trapped. only long lectures and sour notes follow the introduction michael Francis murphy.

she continued, “i have told you no for the last time!”

Without listening to the rest of her words, mike yells, “i never get to do anything - Cindy gets all the privileges around here. she didn’t have to go to Grandma’s birthday last year. but that was okay because she was a big star in the school band marching in the rose parade.”



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Story Form

Unit1:StorySkeleton


SkILL: RISInG ACTIOn

inpuT: The rising action is a series of events that build to a change in the conflict/problem.

kinesTheTiC eXperienCe: 1. place the rising action symbol horizontally along the outside of

the circle. see page 1-4.

2. students recite the definition of rising action while drawing symbol in the sky or on paper.

DEFInITIOn: action that beats out of the problem and builds to a change in the problem.

3. students draw the rising action symbol on the front of an index card and the definition on the back of the index card.

SETTInG

Time: place:

TImE LInE

risinGaCTion

ConFliCT



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Story Form

Unit1:StorySkeleton


modelinG: 1. read part 2 of “mike’s story” (pages 1-12), identifying and sequencing the rising action.

2. Continue to build the skeleton of “mike’s story” on the overhead recording the rising action as illustrated below.

ConFliCT

mike tries to change mother’s

decision.

8. mother walks away.

7. mike attempts to make mom feel guilty.

6. mother says no firmly and finally.

5. mike bargains.

4. mom says no clearly and emphatically.

3. mike pleads.

2. mom says no.

1. mike requests permission to go to the sports club.

risinG aCTio

n



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Story Form

Unit1:StorySkeleton


mike’s story (part 3)

mother’s face flushes, her nostrils flare and her lips purse as she feels the sting of the angry words that are intended to hurt her and make her feel guilty.

as she turns from him and walks away, she says firmly and coldly, “Young man, this subject is closed.”

Climax michael’s heart pounds and anger surges as he flings the phone book across the room.

The next thing mike remembers is hearing mother talking to paul.



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Story Form

Unit1:StorySkeleton


kinesTheTiC eXperienCe: 1. students draw the symbol in the sky while reciting the

definition.

ClimaX deFiniTion: The turning point in the action where you can predict the

outcome of the conflict.

2. students draw the symbol on the front of an index card. students write the definition on the back of the index card.

modelinG: 1. read the last two paragraphs of “mike’s story” (page 1-16) and identify the climax.

2. Continue to build the skeleton of “mike’s story.”

3. mike has a temper tantrum.

SETTInG

Time: place:

TImE LInE

ClimaX

SkILL: CLImAx

inpuT: 1. The climax is the turning point in the action where the reader can predict the outcome of the conflict.

risinGaCTion

ConFliCT



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Story Form

Unit1:StorySkeleton


SkILL: FALLInG ACTIOn

inpuT: 1. Falling action is the series of events that closes the story.

2. not all stories have falling action. some stories like “mike’s story” end with the climax.

kinesTheTiC eXperienCe: deFiniTion: The series of events after the climax that closes the story.

1. students trace the symbol in the sky while reciting the definition.

2. students write the symbol on the front of an index card. students write the definition on the back of the index card.

modelinG: Students create a falling action to “mike’s Story.”

CheCk For undersTandinG: 1. display shapes and have students match definitions.

2. read definitions and have students display correct shape.

SETTInG

Time: place:

TImE LInE

ClimaX

ConFliCT

FallinG aCTion

risinG aCTion



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Unit1:StorySkeleton


possible ansWers: 1. mike goes to Grandmother’s party.

2. mike cleans his room and the basement.

3. mike does his homework.

1.

2.

3.



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Story Form

Unit1:StorySkeleton


WorksheeT name ____________________________

TImE LInE

SETTInG

Time:

place:

story Title __________________________________________________________________



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Story Form

Unit1:StorySkeleton


mIkE’S STORY

setting: Time: January, sunday a.m. place: bloomington, mn (home)

Characters: mike paul mike’s mom paul’s uncle

The phone rings. paul invites mike to the ambassador hotel in st. louis park where there is a great new health club and olympic-size pool. paul’s uncle is staying there on business. mike is excited about the opportunity to spend the day swimming, playing racquetball and just generally exploring this great facility.

1. asks he puts his hand over the receiver, turns and asks mother’s permission. mother is thrilled for mike. mother has always been proud of him. he has never given her reason to be anything else. as she turns to answer him she is struck by how much he has grown this past year. she wonders at just what moment he had changed from that plump, freckled faced, shy little boy into the maturing adolescent who is standing in front of her. mother speaks cheerfully, “michael, remember Grandma’s birthday party is this afternoon.” i’m sure dad wouldn’t mind driving you to the ambassador after the party.”

mike’s muscles strain as his hand pushes down on the receiver and his voice articulates the urgency of his words. “mom, his uncle is leaving at 4:00 for the airport. They’re planning on picking me up in a half an hour. Can’t i miss Grandma’s birthday

no party just this once!” mother responds gently, “no, michael, Grandma would be terribly disappointed if you weren’t there.”

mother’s heart has always been a bit soft when if comes to michael. in her son’s early years she saw how easily his shy and gentle nature could be bruised, and she had a tendency to protect him from what she considered to be unnecessary blows.

mike is aware of mother’s pliable heart, perhaps not consciously, but he knows she can often be softened and sweetened to see his point of view.

2. begs Casually thrusting the speaker end of the receiver into the pocket of his jeans so he can use both hands in dramatic gesture, he slides down on one knee and poses his hands in prayer and pleads, “mother, please! do you understand this is not just any



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Story Form

Unit1:StorySkeleton


mike’s story, page 2 old splash, this is a day at the ambassador health Club. a once in a lifetime opportunity.”

no “no, michael! You may not miss your Grandmother’s birthday celebration,” mother proclaims clearly and emphatically.

“no!”, mike repeats his mother’s words in disbelief. “You can’t mean no!” “I’m sorry, michael, but you must be present at Grandmother’s birthday party,” mother repeats.

3. bargains sensing that more than a dramatic plea will be needed, mike blurts out, “mom, i promise if you let me go i’ll spend all day saturday cleaning my room and the basement. i’ll box up all that junk from my last model building project.”

As mike hears his last words echo, he feels confident this bargain will be irresistible to his mother.

no! “michael Francis murphy!” suddenly mike feels trapped. only long lectures and sour notes follow the introduction michael Francis murphy.

“she continued, “I have told you no for the last time!”

4. guilt Without listening to the rest of her words, mike yells, “I never get to do anything - Cindy gets all the privileges around here. she didn’t have to go to Grandma’s birthday last year. but that was okay because she was a big star in the school band marching in the rose parade.”

mother’s face flushes, her nostrils flare and her lips purse as she feels the sting of the angry words that are intended to hurt her and make her feel guilty.

no!! as she turns from him and walks away, she says firmly and coldly, “Young man this subject is closed.”

michael’s heart pounds and anger surges as he flings the phone book across the room.

The next thing mike remembers is hearing mother talking to paul.



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Story Form

Unit1:StorySkeleton


Title

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Story Form


Project Read® Supplemental Materials

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Story Forms

tory

Fo

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co

mp

reh

ensi

on

Reading comprehension

52 • Language Circle®/Project Read® Catalog Toll Free: 800-450-0343

Project Read® curriculum serves Core, Tier 2, and Tier 3

story Form comprehension

Kit includes all the materials you need to teach story Form comprehension in the intermediate and secondary classroom.

• Story Form Comprehension Guide

• StoryFormComprehensionStudentPractice Sheets - CD-ROM

• IntermediateStoryPuzzle

• IntermediateStoryBoards(setof10)

story Form comprehension instructional Kit

ITEm# LCCOmpKIT

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characters

setting

9

6

12

3

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Interpretive Theme

climax

rising action

conflict



Guide

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Graphic O

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NIT 1 - Story Skeleton


Project Read® Supplemental Materials

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Story Forms

tory Fo

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mp

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Reading comprehension

www.projectread.com Language Circle®/Project Read® Catalog • 53

sTOrY FOrm COmprEhENsION GUIDEITEM# 25273

• Story Form Comprehension Guide teaches a process for gathering and organizing information in narrative literature.

• Recommendedfor4thgrade–adultinstruction.• Assiststeachersinpresentingtheunderlyingformat(structure)ofnarrativewriting(plot)throughdirectinstructioninasystematicorder,using multisensory strategies.

• Eachunitofinstructioncontainsnarrativereadingmaterialforstudentuse pursuant to limited license/permission to copy.

sTOrY FOrm COmprEhENsIONsTUDENT prACTICE shEETs ON CD-rOmITEM# 25273CD

• AprintablePDFfilecontainingstudentpracticesheetsfromtheStory Form Comprehension Guide.

• CompatiblewithSMARTBoards®andLCDprojectors.

sTOrY FOrm DVDITEM# 25645

• 30-minuteDVDdemonstratingthetechniques,strategies,andbodylanguage used to teach narrative reading comprehension in the Story Form Comprehension Guide.

INTErmEDIATE sTOrY pUzzLEITEM#26082

• Multi-coloredintermediate Story Puzzle represents the elements of story plot and pieces fit together to make a picture of the underlying structure of narrative text.

• Maybeusedforindividualorlargegroupinstruction.• Includesacolortransparencyandan11x17foamboardpuzzletodisplay

interlocking story pieces.• Someassemblyrequired.

INTErmEDIATE sTOrY BOArDsWITh pOsT-IT® sYmBOLs (set of10)ITEM# 25276

• Story Boards are a classroom manipulative with Story Puzzle icons printed on Post-its®.

• Post-its®enablestudentstoanalyzestorypartsbyplacingtheiconsdirectly onto trade books and basal texts.

• Setof10folderscanbelaminatedandarenonconsumable.

sTOrY BOArD pOsT-IT® rEFILL (INTErmEDIATE)ITEM# 25641

• Areplacementsetof50Post-its®printedwiththeStory Puzzle icons.



Guide

IntroductionR

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Graphic O

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NIT 1 - Story Skeleton

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Story FormComprehension

DVD


Project Read® Common Core Standards Alignment

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Story Form

RL

Read

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Lite

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adin

g: In

form

atio

nal T

ext

RF

Read

ing:

Fou

ndat

iona

l Ski

llsW

Writ

ing

SSp

eaki

ng a

nd L

iste

ning

LLa

ngua

ge

READ

ING

CO

MPR

EHEN

SIO

N –

STO

RY F

ORM

LIT

ERAT

URE

CO

NN

ECTI

ON

KEY

IDEA

S AN

D D

ETAI

LSU

nit 1

Stor

y Pa

rts

KG

rade

1G

rade

2G

rade

3G

rade

4G

rade

5

1.1

Stor

y Pa

rtsRL

: K.1

, 2,

RL: K

.3, 4

RL: 1

.1, 2

RL

: 1.3

, 4RL

: 2.1

, 2

RL: 2

.3, 4

RL: 3

.1, 2

RL

: 3.3

, 4RL

: 4.1

, 2

RL: 4

.3, 4

RL: 5

.1, 2

RL

: 5.3

, 4

1.2

Und

erst

andi

ng S

tory

Stru

ctur

eRL

: K.1

, 2,

RL: K

.3, 4

RL: 1

.1, 2

RL

: 1.3

, 4RL

: 2.1

, 2

RL: 2

.3, 4

RL: 3

.1, 2

RL

: 3.3

, 4RL

: 4.1

, 2

RL: 4

.3, 4

RL: 5

.1, 2

RL

: 5.3

, 4

1.3

Iden

tifyi

ng S

tory

Par

tsRL

: K.1

, 2,

RL: K

.3, 4

RL: 1

.1, 2

RL

: 1.3

, 4RL

: 2.1

, 2

RL: 2

.3, 4

RL: 3

.1, 2

RL

: 3.3

, 4RL

: 4.1

, 2

RL: 4

.3, 4

RL: 5

.1, 2

RL

: 5.3

, 4

1.4

Stor

y M

essa

geRL

: K.1

, 2,

RL: K

.3, 4

RL: 1

.1, 2

RL

: 1.3

, 4RL

: 2.1

, 2

RL: 2

.3, 4

RL: 3

.1, 2

RL

: 3.3

, 4RL

: 4.1

, 2

RL: 4

.3, 4

RL: 5

.1, 2

RL

: 5.3

, 4

1.5

Appl

ying

Sto

ry P

arts

RL: K

.1, 2

, RL

: K.3

, 4,6

RL: 1

.1, 2

RL

: 1.3

, 4,6

RL

: 2.1

, 2

RL: 2

.3, 4

,6RL

: 3.1

, 2

RL: 3

.3, 4

,6RL

: 4.1

, 2

RL: 4

.3, 4

,6RL

: 5.1

, 2

RL: 5

.3, 4

,6C

RAFT

AN

D S

TRU

CTU

REU

nit 2

Stor

y Ty

pes

KG

rade

1G

rade

2G

rade

3G

rade

4G

rade

52.

1St

ory

Type

sRL

: K.2

, 5RL

: 1.2

, 5RL

: 2.2

, 5RL

: 3.2

, 5RL

: 4.2

, 5RL

: 5.2

, 52.

2H

uman

Inte

rest

RL: K

.2, 5

RL: 1

.2, 5

RL: 2

.2, 5

RL: 3

.2, 5

RL: 4

.2, 5

RL: 5

.2, 5

2.3

Fant

asy

RL: K

.2, 5

RL: 1

.2, 5

RL: 2

.2, 5

RL: 3

.2, 5

RL: 4

.2, 5

RL: 5

.2, 5

2.4

Com

bini

ng S

tory

Typ

esRL

: K.2

, 5RL

: 1.2

, 5RL

: 2.2

, 5RL

: 3.2

, 5RL

: 4.2

, 5RL

: 5.2

, 52.

5Re

alis

tic A

nim

alRL

: K.2

, 5RL

: 1.2

, 5RL

: 2.2

, 5RL

: 3.2

, 5RL

: 4.2

, 5RL

: 5.2

, 5U

nit 3

Stor

y C

hart

KG

rade

1G

rade

2G

rade

3G

rade

4G

rade

53.

1St

ory

Cha

rtRL

: K.4

, 5, 6

RL: 1

.4, 5

, 6RL

: 2.4

, 5, 6

RL: 3

.4, 5

, 6RL

: 4.4

, 5, 6

RL: 5

.4, 5

, 63.

2In

trodu

ctio

n to

Sto

ry C

hart

RL: K

.4, 5

, 6, 7

RL: 1

.4, 5

, 6, 7

RL: 2

.4, 5

, 6, 7

RL: 3

.4, 5

, 6, 7

RL: 4

.4, 5

, 6, 7

RL: 5

.4, 5

, 6, 7

Uni

t 4D

ialo

gue

Gra

de 4

Gra

de 5

4.1

Dial

ogue

RL: K

.6RL

: 1.6

RL: 2

.6RL

: 3.6

RL: 4

.6RL

: 5.6

4.2

Und

erst

andi

ng S

tory

Par

tsRL

: K.4

, 5, 6

, 7RL

: 1.4

, 5, 6

, 7RL

: 2.4

, 5, 6

, 7RL

: 3.4

, 5, 6

, 7RL

: 4.4

, 5, 6

, 7RL

: 5.4

, 5, 6

, 7U

nit 5

Cha

ract

eriz

atio

nG

rade

4G

rade

55.

1C

hara

cter

izatio

nRL

: K.3

, 9RL

: 1.3

, 9RL

: 2.3

, 9RL

: 3.3

, 9RL

: 4.3

, 9RL

: 5.3

, 95.

2C

hara

cter

Typ

esRL

: K.3

, 9RL

: 1.3

, 9RL

: 2.3

, 9RL

: 3.3

, 9RL

: 4.3

, 9RL

: 5.3

, 9IN

TEG

RATI

ON

OF

KNO

WLE

DG

E AN

D ID

EAS

Uni

t 6M

yste

ry a

nd L

egen

dK

Gra

de 1

Gra

de 2

Gra

de 3

Gra

de 4

Gra

de 5

6.1

Gen

res:

Mys

tery

and

Leg

end

RL: K

.3, 5

, 6RL

: 3, 5

, 6RL

: 2.3

, 5, 6

RL: 3

.3, 5

, 6RL

: 4.3

, 5, 6

RL: 5

.3, 5

, 66.

2M

yste

ryRL

: K.3

, 5, 6

RL: 3

, 5, 6

RL: 2

.3, 5

, 6RL

: 3.3

, 5, 6

RL: 4

.3, 5

, 6RL

: 5.3

, 5, 6

6.3

Lege

ndRL

: K.3

, 5, 6

RL: 3

, 5, 6

RL: 2

.3, 5

, 6RL

: 3.3

, 5, 6

RL: 4

.3, 5

, 6RL

: 5.3

, 5, 6

Proj

ect R

ead®

Rea

ding

Com

preh

ensi

on A

ligns

with

Com

mon

Cor

e St

anda

rds

Page

1

Proj

ect R

ead



PREVIEW

Story Form

RL

Read

ing:

Lite

ratu

reR

IRe

adin

g: In

form

atio

nal T

ext

RF

Read

ing:

Fou

ndat

iona

l Ski

llsW

Writ

ing

SSp

eaki

ng a

nd L

iste

ning

LLa

ngua

ge

Proj

ect R

ead®

Rea

ding

Com

preh

ensi

on A

ligns

with

Com

mon

Cor

e St

anda

rds

Page

2RE

ADIN

G C

OM

PREH

ENSI

ON

– S

TORY

FO

RM L

ITER

ATU

RE C

ON

NEC

TIO

NU

nit 7

His

toric

al F

ictio

nK

Gra

de 1

Gra

de 2

Gra

de 3

Gra

de 4

Gra

de 5

7.1

Gen

res:

His

toric

al F

ictio

nRL

: K.3

, 5, 6

RL: 3

, 5, 6

RL: 2

.3, 5

, 6RL

: 3.3

, 5, 6

RL: 4

.3, 5

, 6RL

: 5.3

, 5, 6

Uni

t 8Bi

ogra

phy

and

Adve

ntur

eK

Gra

de 1

Gra

de 2

Gra

de 3

Gra

de 4

Gra

de 5

8.1

Gen

res:

Bio

grap

hy a

nd A

dven

ture

RL: K

.3, 5

, 6RL

: 3, 5

, 6RL

: 2.3

, 5, 6

RL: 3

.3, 5

, 6RL

: 4.3

, 5, 6

RL: 5

.3, 5

, 6RA

NG

E O

F RE

ADIN

G A

ND

LEV

EL O

F TE

XT C

OM

PLEX

ITY

Gra

de 1

Gra

de 2

Gra

de 3

Gra

de 4

Gra

de 5

Gra

de 6

Read

and

Com

preh

end

liter

atur

e, in

clud

ing

stor

ies,

dr

amas

, and

poe

ms,

in th

e gr

ade

band

pro

ficie

ncy

RL: K

.10

RF: K

.4L:

K. 4

, 5

RL: 1

.10

RF: 1

.4a

L: 1

. 4, 5

RL: 2

.10

RF: 2

.4a

L: 2

. 4, 5

RL: 7

.10

RF: 7

.4a

L: 7

. 4, 5

RL: 8

.10

RF: 8

.4a

L: 8

. 4, 5

RL: 9

-12.

10RF

: 9.4

aL:

9-12

. 4, 5

Proj

ect R

ead



PREVIEW

Story Form

READ

ING

CO

MPR

EHEN

SIO

N –

STO

RY F

ORM

KEY

IDEA

S AN

D D

ETAI

LSU

nit 1

Stor

y Sk

elet

onG

rade

4G

rade

5G

rade

6G

rade

7G

rade

8G

rade

9-1

2

1.1

Stor

y St

ruct

ure

RL: 4

.1, 2

, RL

: 4.3

, 4RL

: 5.1

, 2,

RL: 5

.3, 4

RL: 6

.1, 2

, RL

: 6.3

, 4RL

: 7.1

, 2,

RL: 7

.3, 4

RL: 8

.1, 2

, RL

: 8.3

, 4RL

: 9-1

2.1,

2,

RL: 9

-12.

3, 4

1.2

Setti

ngRL

: 4.1

, 2,

RL: 4

.3, 4

RL: 5

.1, 2

, RL

: 5.3

, 4RL

: 6.1

, 2,

RL: 6

.3, 4

RL: 7

.1, 2

, RL

: 7.3

, 4RL

: 8.1

, 2,

RL: 8

.3, 4

RL: 9

-12.

1, 2

, RL

: 9-1

2.3,

4

1.3

Cha

ract

ers

RL: 4

.1, 2

, RL

: 4.3

, 4RL

: 5.1

, 2,

RL: 5

.3, 4

RL: 6

.1, 2

, RL

: 6.3

, 4RL

: 7.1

, 2,

RL: 7

.3, 4

RL: 8

.1, 2

, RL

: 8.3

, 4RL

: 9-1

2.1,

2,

RL: 9

-12.

3, 4

1.4

Prob

lem

/Con

flict

RL: 4

.1, 2

, RL

: 4.3

, 4RL

: 5.1

, 2,

RL: 5

.3, 4

RL: 6

.1, 2

, RL

: 6.3

, 4RL

: 7.1

, 2,

RL: 7

.3, 4

RL: 8

.1, 2

, RL

: 8.3

, 4RL

: 9-1

2.1,

2,

RL: 9

-12.

3, 4

1.5

Risi

ng A

ctio

nRL

: 4.1

, 2,

RL: 4

.3, 4

RL: 5

.1, 2

, RL

: 5.3

, 4RL

: 6.1

, 2,

RL: 6

.3, 4

RL: 7

.1, 2

, RL

: 7.3

, 4RL

: 8.1

, 2,

RL: 8

.3, 4

RL: 9

-12.

1, 2

, RL

: 9-1

2.3,

4

1.6

Clim

axRL

: 4.1

, 2,

RL: 4

.3, 4

RL: 5

.1, 2

, RL

: 5.3

, 4RL

: 6.1

, 2,

RL: 6

.3, 4

RL: 7

.1, 2

, RL

: 7.3

, 4RL

: 8.1

, 2,

RL: 8

.3, 4

RL: 9

-12.

1, 2

, RL

: 9-1

2.3,

4

1.7

Fallin

g Ac

tion

RL: 4

.1, 2

, RL

: 4.3

, 4RL

: 5.1

, 2,

RL: 5

.3, 4

RL: 6

.1, 2

, RL

: 6.3

, 4RL

: 7.1

, 2,

RL: 7

.3, 4

RL: 8

.1, 2

, RL

: 8.3

, 4RL

: 9-1

2.1,

2,

RL: 9

-12.

3, 4

1.8

Stor

yRL

: 4.1

, 2,

RL: 4

.3, 4

RL: 5

.1, 2

, RL

: 5.3

, 4RL

: 6.1

, 2,

RL: 6

.3, 4

RL: 7

.1, 2

, RL

: 7.3

, 4RL

: 8.1

, 2,

RL: 8

.3, 4

RL: 9

-12.

1, 2

, RL

: 9-1

2.3,

4C

RAFT

AN

D S

TRU

CTU

REU

nit 2

Setti

ngG

rade

4G

rade

5G

rade

6G

rade

7G

rade

8G

rade

9-1

2

2.1

Stor

y O

utlin

eRL

: 4. 3

, 4, 5

, 6,

7RL

: 5.3

, 4, 5

, 6,7

RL: 6

.3, 4

, 5, 6

,7RL

: 7.3

, 4, 5

, 6,7

RL: 8

.3, 4

, 5, 6

,7RL

: 9-1

2.3,

4, 5

, 6,

7

2.2

Tim

e an

d Pl

ace

RL: 4

. 3, 4

, 5, 6

,7RL

: 5.3

, 4, 5

, 6,7

RL: 6

.3, 4

, 5, 6

,7RL

: 7.3

, 4, 5

, 6,7

RL: 8

.3, 4

, 5, 6

,7RL

: 9-1

2.3,

4, 5

, 6,

7U

nit 3

Con

flict

Gra

de 4

Gra

de 5

Gra

de 6

Gra

de 7

Gra

de 8

Gra

de 9

-12

3.1

Cen

tral C

onfli

ctRL

: 4. 3

, 4, 5

, 6,7

RL: 5

.3, 4

, 5, 6

,7RL

: 6.3

, 4, 5

, 6,7

RL: 7

.3, 4

, 5, 6

,7RL

: 8.3

, 4, 5

, 6,7

RL: 9

-12.

3, 4

, 5,

6,7

3.2

Opp

osin

g Fo

rce

RL: 4

. 3, 4

, 5,

6,7

RL: 5

.3, 4

, 5, 6

,7RL

: 6.3

, 4, 5

, 6,7

RL: 7

.3, 4

, 5, 6

,7RL

: 8.3

, 4, 5

, 6,7

RL: 9

-12.

3, 4

, 5,

6,7

3.3

Inci

ting

Forc

eRL

: 4. 3

, 4, 5

, 6,

7RL

: 5.3

, 4, 5

, 6,7

RL: 6

.3, 4

, 5, 6

,7RL

: 7.3

, 4, 5

, 6,7

RL: 8

.3, 4

, 5, 6

,7RL

: 9-1

2.3,

4, 5

, 6,

7U

nit 4

Ris

ing

Actio

nG

rade

4G

rade

5G

rade

6G

rade

7G

rade

8G

rade

9-1

2

4.1

Plot

Dev

elop

men

tRL

: 4. 3

, 4, 5

, 6,7

RL: 5

.3, 4

, 5, 6

,7RL

: 6.3

, 4, 5

, 6,7

RL: 7

.3, 4

, 5, 6

,7RL

: 8.3

, 4, 5

, 6,7

RL: 9

-12.

3, 4

, 5,

6,7

4.2

Cris

is a

nd C

limax

RL: 4

. 3, 4

, 5, 6

,7RL

: 5.3

, 4, 5

, 6,7

RL: 6

.3, 4

, 5, 6

,7RL

: 7.3

, 4, 5

, 6,7

RL: 8

.3, 4

, 5, 6

,7RL

: 9-1

2.3,

4, 5

, 6,

7

RL

Read

ing:

Lite

ratu

reR

IRe

adin

g: In

form

atio

nal T

ext

RF

Read

ing:

Fou

ndat

iona

l Ski

llsW

Writ

ing

SSp

eaki

ng a

nd L

iste

ning

LLa

ngua

ge

Proj

ect R

ead®

Rea

ding

Com

preh

ensi

on A

ligns

with

Com

mon

Cor

e St

anda

rds

Page

1

Proj

ect R

ead



PREVIEW

Story Form

READ

ING

CO

MPR

EHEN

SIO

N –

STO

RY F

ORM

Uni

t 5Fa

lling

Act

ion

Gra

de 4

Gra

de 5

Gra

de 6

Gra

de 7

Gra

de 8

Gra

de 9

-12

5.1

Plot

Exp

ansi

onRL

: 4. 3

, 4, 5

, 6,

7RL

: 5.3

, 4, 5

, 6,7

RL: 6

.3, 4

, 5, 6

,7RL

: 7.3

, 4, 5

, 6,7

RL: 8

.3, 4

, 5, 6

,7RL

: 9-1

2.3,

4, 5

, 6,

7

5.2

Ope

n Pl

otRL

: 4. 3

, 4, 5

, 6,

7RL

: 5.3

, 4, 5

, 6,7

RL: 6

.3, 4

, 5, 6

,7RL

: 7.3

, 4, 5

, 6,7

RL: 8

.3, 4

, 5, 6

,7RL

: 9-1

2.3,

4, 5

, 6,

7

5.3

Clo

sed

Plot

RL: 4

. 3, 4

, 5,

6,7

RL: 5

.3, 4

, 5, 6

,7RL

: 6.3

, 4, 5

, 6,7

RL: 7

.3, 4

, 5, 6

,7RL

: 8.3

, 4, 5

, 6,7

RL: 9

-12.

3, 4

, 5,

6,7

INTE

GRA

TIO

N O

F KN

OW

LED

GE

AND

IDEA

SU

nit 6

Inte

rpre

tive

Them

eG

rade

1G

rade

2G

rade

3G

rade

4G

rade

5G

rade

6

6.1

Inte

rpre

tive

Them

eRL

: 4.1

, 2,

RL: 4

.3, 4

,7RL

: 5.1

, 2,

RL: 5

.3, 4

,7RL

: 6.1

, 2,

RL: 6

.3, 4

,7RL

: 7.1

, 2,

RL: 7

.3, 4

,7RL

: 8.1

, 2,

RL: 8

.3, 4

,7RL

: 9-1

2.1,

2,

RL: 9

-12.

3, 4

,7

6.2

Supp

ortiv

e Ev

iden

ceRL

: 4.1

, 2,

RL: 4

.3, 4

,7RL

: 5.1

, 2,

RL: 5

.3, 4

,7RL

: 6.1

, 2,

RL: 6

.3, 4

,7RL

: 7.1

, 2,

RL: 7

.3, 4

,7RL

: 8.1

, 2,

RL: 8

.3, 4

,7RL

: 9-1

2.1,

2,

RL: 9

-12.

3, 4

,7U

nit 7

Type

/Gen

reG

rade

1G

rade

2G

rade

3G

rade

4G

rade

5G

rade

67.

1G

enre

sRL

: 4.3

, 5, 6

RL: 5

.3, 5

, 6RL

: 6.3

, 5, 6

RL: 7

.3, 5

, 6RL

: 8.3

, 5, 6

RL: 9

-12.

3, 5

, 6U

nit 8

Lite

rary

Ter

ms

Gra

de 1

Gra

de 2

Gra

de 3

Gra

de 4

Gra

de 5

Gra

de 6

8.1

Lite

rary

Ter

ms

RL: 4

.4, 5

, 6, 7

RL: 5

.4, 5

, 6, 7

RL: 6

.4, 5

, 6, 7

RL: 7

.4, 5

, 6, 7

RL: 8

.4, 5

, 6, 7

RL: 9

-12.

4, 5

, 6,

7

8.2

Defin

ition

of L

itera

ry T

erm

sRL

: 4.4

, 5, 6

, 7RL

: 5.4

, 5, 6

, 7RL

: 6.4

, 5, 6

, 7RL

: 7.4

, 5, 6

, 7RL

: 8.4

, 5, 6

, 7RL

: 9-1

2.4,

5, 6

, 7

RAN

GE

OF

READ

ING

AN

D L

EVEL

OF

TEXT

CO

MPL

EXIT

YG

rade

1G

rade

2G

rade

3G

rade

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Project Read® SF The Proof is in the ClassroomRESEARCH

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Boston, MA Boston Renaissance Charter Public School

Williamstown, MA St. Stanislaus Kostka School

Rock Hill, SC Mt. Holly Elementary School

Marshalltown, IA Marshalltown Community School District

South Kingstown, RI Wakefield Elementary School

Original Research Study (Dissertation)

Florida Center for Reading Research Report on Project Read

www.fcrr.org/FCRRReports/PDF/ProjectReadFINAL.pdf



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Research

Research

Language Circle® / Project Read®

PHONICSBoston Renaissance Charter Public School Boston, MA

Implementation of Project Read Program 2003 - 2010

BACKGROUND INFORMATION

Boston Renaissance Charter Public School is a large urban school in the city of Boston with a high-poverty, 99% minority population. 79% receive free or reduced lunch and the majority of students are African-American. With over 1,000 students in K-6, it is one of the largest elementary charter schools in the nation.

The school is required by the state to monitor student progress with a con-sistent benchmarking system which demonstrated rising test scores.

ACHIEVEMENT SUCCESS

• Instruction with Project Read® Pho-nics resulted in immediate behav-ioral management success in many classrooms by helping to create a climate with focused and engaged students.

• Significant gains were measured in fluency, vocabulary, and compre-hension.

• Teachers enjoyed teaching the cur-riculum, and noticed students mas-tering skills that they had previously been unable to achieve.

• Project Read curriculums are an integral part of regular classroom instruction and are a highly suc-cessful RTI model as well. Percent of Third Grade Students in Proficiency Categories

7%

48% 45%

8%

25%

67%

3%

32%

65%

6%

15%

79%

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100%

Warning Needs Improvement Proficient/Proficient +

2006 2007 2008 2009

Grade 3 Composite Performance Index (CPI)

78.9

85.1

88.5

92.4

83.4 83.5

81.5

82.6

75

77

79

81

83

85

87

89

91

93

95

2006 2007 2008 2009

CPI

3rd Grade State

Massachusetts Comprehensive Assessment (MCAS)English Language Arts



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St. Stanislaus Kostka School (St. Stans) has an enrollment of 144 students ranging from pre-K through 8th grade. Each grade is made up of one class, with class sizes ranging from 10-20 students. Beginning in the 2008-2009 academic year, St. Stans adopted a scientifically-based core reading program that addressed the five com-ponents of literacy as identified by the National Reading Panel.

Using leveled and decodable readers as well as weekly leveled selections, students frequently in-teracted with text to learn and practice phonics, fluency, vocabulary, and comprehension skills. In addition to the core reading program, teachers were trained in, and had access to Project Read® materials. Teachers were expected to incorporate Project Read direct instruction and multisensory strategies.

In an effort to determine student response to reading instruction and the value added of tiered RTI supportive reading instruction, the Group Reading Assessment of Diagnostic Evaluation (GRADE), a developmentally-based, group-admin-istered assessment of reading, was given during the fall and spring of the 2008-2009 and 2009-2010 academic years.

Analysis of the data indicates that the combina-tion of core and supportive literacy instruction was strongly associated with statistically sig-nificant gains throughout the school year in the areas of phonics, fluency, vocabulary, and com-prehension. Significant gains across all grade lev-els, suggesting that the literacy program was ap-propriately administered in accordance with the changing developmental needs of students.

GRADE Total Test Scores 2008-09

62.62

41.18

83.27

88.15

48.70 50.92 52.00

81.77

76.94

95.09 95.77

62.45 63.58

67.75

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100

120

Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade

Fall 2008 GRADE Scores

Spring 2009 GRADE Scores

62.62

41.18

83.27

88.15

48.70 50.92 52.00

81.77

76.94

95.09 95.77

62.45 63.58

67.75

0

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80

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120




GRADE Total Test Scores 2009-10

65.85

57.00

78.88

86.00

55.23 51.50

57.30

80.62 79.71

90.94

97.00

69.85

61.28 64.80

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120




65.85

57.00

78.88

86.00

55.23 51.50

57.30

80.62 79.71

90.94

97.00

69.85

61.28 64.80

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60

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100

120





PHONICSSt. Stanislaus Kostka School Williamstown, MA

The Reading Institute External Evaluation Study 2008 - 2010



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Research

Mt. Holly Elementary School in Rock Hill, SC re-

cently received an award for having the Highest

Pass Rate on the state PASS test in the area of

ELA for students with disabilities. Mrs. Diane

Sligh, resource teacher from Mt. Holly, has used

the entire Project Read® curriculum since the fall

of 2008. Sligh attributes student success to Lan-

guage Circle/Project Read programs.

TESTIMONIAL FOR PROJECT READ®Resource Teacher: Diane Sligh

I implemented Project Read for my students

during 2008-2009 and continue to use all three

Project Read strands. My students have made

significant gains in both reading and writing. I

would like to express my complete satisfaction

and joy at finding this gem of a program. For the

past 25 years, I have used several well-known

reading and writing programs to teach my stu-

dents. However, I have not found a program as

effective as the Project Read curriculum. The

Project Read program provides everything that

I need to implement a quality reading and writ-

ing program. It is a complete package and so

easy to use. I love how this program uses the

VAKT strategies to actively engage my students

in each lesson. This curriculum, which includes

a wealth of different language learning activities,

is brilliantly designed and tailor-made to fit the

needs and learning styles of different children.

I have watched struggling readers and writers

develop self-confidence, actively participate in

class, and become strong, confident readers. I

know I will always be a great supporter of this

wonderful program.

4th Grade 2008-2009

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Student A Student B Student C Student D Student E Student F Student G Student H Student I

Fall 08 Reading Fall 09 Reading Fall 08 Language Fall 09 Language

5th Grade 2008-2009

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Student A Student B Student C Student D Student E

Fall 08 Reading Fall 09 Reading Fall 08 Language Fall 09 Language

MAP Test Results


PHONICSMt. Holly Elementary School Rock Hill, SC



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WRITTEN EXPRESSIONMarshalltown Community School District Marshalltown, IA

Marshalltown Community School District Adopts Framing Your ThoughtsBy Lora Kester

The 2009-2010 school year was an exciting one for K-6 teachers and students in Mar-shalltown, IA. The district moved to a full implementation of Framing Your Thoughts, Sentence Structure and Applied Writing. Stu-dent and teacher response was remarkable!

With this program in place, students and teachers were equally satisfied: students en-joy learning the structure of writing, while teachers feel they have a grasp on “how” to teach writing skills. The components that make Framing Your Thoughts unique from other programs are why it is working so well in Marshalltown. The visual, auditory, tactile, kinesthetic, and body language strategies that are incorporated into every lesson help to meet the needs of all learners. The direct teaching of concepts enables all students to obtain the skills necessary to become suc-cessful writers.

DEMOGRAPHICS

• 61% poverty rate district-wide

• Some buildings have poverty rates near 90%

• 50% ELL population district-wide

• Some buildings have ELL populations near 80%

• One elementary building has a transition rate of over 50%

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Sep Oct Nov Dec Jan Feb Mar Apr May

1st Grade 2008-2009GOAL: 80% of 1st graders will be proficient on the

Framing Your Thoughts grade-level assessments.

2nd Grade 2008-2009GOAL: 80% of 2nd graders will be proficient on the


0%

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IMPLEMENTATION OF FYT

• 2006-2007 - Three teachers attended a workshop in Bloomington and “sold” the program to their principal and the district. A pilot project began at one el-ementary school.

• 2007-2008 - A second school was added and teachers were trained.

• 2008-2009 - A third and fourth school were added and teachers were trained.

• 2009-2010 - All elementary schools were brought onboard (6 elementary schools and 1 intermediate school) to include K-6 grades. Teachers were trained.

RESPONSE

• Students enjoyed the structure of the program and the power of knowing how words function in a sentence.

• Teachers felt they had a grasp on “how” to teach writing.

• Teachers were grateful to have a consis-tent program that they knew everyone was teaching.

DATA COLLECTION

• Data was collected on a monthly basis for one elementary school. Monthly in-service was provided and accountability was built in with monthly probes.

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3rd Grade 2008-2009GOAL: 80% of 3rd graders will be proficient on the


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WRITTEN EXPRESSIONMarshalltown Community School District Marshalltown, IA

4th Grade 2008-2009GOAL: 80% of 4th graders will be proficient on the


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Oct Nov Dec Feb Mar Apr

Sentence 1 Sentence 2



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Writing Scores Soar at Wakefield Elementary School

PROGRAM ANALYSISAt a recent Learning Walk at Wakefield Elementary School, principals and administrators congregated to analyze how professional development, instruc-tional practices, and curriculum worked in concert to raise fifth-grade NECAP writing proficiency levels from 61% in 2005 to 93% in 2007.

Developing excellent writers is clearly a focus at Wakefield. Examples of students’ written work fill hallways and classrooms. Students and adults alike take time to read the displays.

Teachers across grade levels, including resource teachers, integrate the objectives outlined in “Write Traitsˮ writing curriculum with explicit scope and sequence developed by Project Read® Written Ex-pression. Curriculum implementation is responsive to the needs of students in each classroom. The multisensory, systematic approach found in Proj-ect Read® material breaks through memory and language barriers that can prevent students from successful writing production.

STAFF DEVELOPMENTProfessional development for teachers has been critical. In the fall of 2006, Wakefield Elementary/South Kingstown Schools initiated a partnership with the Dunn Institute to bring a Project Read® training to South County. 90% of Wakefield teachers spent three days participating in the Written Expres-sion strand. Simultaneously, teachers participated in district-wide "Write Traits" training over the course of two years.

STUDENT ASSESSMENTInternally, a Writing Committee (led by fifth-grade teacher Robin Wildman and first-grade teacher Jeanne Congdon) set assessment schedules con-nected to grade-level benchmarks. Grade-level teams assessed student writing and analyzed spe-cific areas of student strength, weakness, and ag-gregate trends. Alison Bateson-Toupin, SLP, provides

leadership for the Project Read® curriculum by men-toring, co-teaching, and helping teachers deliver content with fidelity.

TEACHER SUPPORTBy working together, teacher-leaders take pressure off the faculty by streamlining processes, focusing teachers and keeping things as simple as possible. They also strive to support faculty creativity and in-novation with respect to lesson delivery.

Bateson-Toupin credits Project Read® Written Ex-pression curriculum with empowering teachers in the general classroom setting, providing the neces-sary effective support for partially proficient writ-ers to reach benchmark levels while decreasing the number of students who require intensive interven-tion. She also believes that the systematic scope and sequence has simultaneously enabled proficient writers to reach distinction benchmarks.

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Proficient with Dis7nc7on

Proficient Par7ally Proficient Substan7ally Below

2004-‐2005 2005-‐2006 2006-‐2007

NECAP Writing Proficiency Levels5th Grade


WRITTEN EXPRESSIONWakefield Elementary School South Kingstown, RI

Implementation of Project Read Program 2003 - 2010



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Research

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Research-Driven Language Arts CurriculumProject Read® materials are based on a re-search-driven language arts curriculum in line with the National Reading Panel’s five essential components of effective reading instruction. Designed in 1973 by Dr. Mary Lee Enfield and Victoria Greene, Project Read® materials honor diverse learning profiles and provide curricula with lessons built on direct concept teaching, multisensory strategies, systematic instruc-tion, and higher–level thinking skills. Project Read® curricula and instruction create a cap-tivating, respectful, and dignified environment for teachers and students alike.

Created for the K-12 classroom, ESL students, special education, chapter one programs, and adolescents or adults with reading problems, Project Read® materials are appropriate for a variety of students and teachers.

Original Research Study (Dissertation) . . . . . . . . . . . . . . . . . . . . . . . . $15.00ITEM# 25519

A University of Minnesota doctoral dissertation by Mary Lee Enfield, Ph.D. This dissertation con-tains a comprehensive description of the basis for Project Read® materials and teaching strat-egies. The original controlled pilot study and the three-year major study document the effec-tiveness of Project Read® teaching materials as an alternative approach to teaching reading to students with language learning difficulties.

The Florida Center for Reading Research reports:

“How is Project Read aligned with current reading research?”

Project Read integrates the five critical components of reading instruction—phonemic awareness, phonics, fluency, vocabulary and comprehension — along with the dimensions of spelling, writing, oral language, and listening comprehension within each lesson. An important component of instruc-tion that is beneficial is the cumulative nature of the scaffolded practice embedded in the program. Each instructional routine consistently begins with a review of previously taught skills, and continues with teacher modeling of a new skill or strategy, guided practice and student practice, and includes frequent progress monitoring checks to affirm mastery.

See the Florida Center for Reading Research report on Project Read® at:

www.fcrr.org/FCRRReports/PDF/ProjectReadFINAL.pdf

Documents

PREVIEW - Project Read presenting the underlying format of narrative writing and ... Project Read® Lesson Preview REIEW Story orm ... index card and the definition on the back of