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Managing the Working Parts of Learning to Read
Ensure 3rd Grade Reading Competency
by The Mission Literacy Committee
Concepts of PrintPhonemic
AwarenessVocabulary
Oral Language
Phonics
Sight Words
Letter Naming
Reading Fluency
Spelling
Reading Comprehension
Managing the Working Parts of Reading: Ensure 3rd Grade Reading
The Executive Committee of Mission Literacy created a chart identifying “working parts” that contribute to the development of reading including the supportive research, free assessments to manage the development, and benchmarks to monitor appropriate acquisition of those “working parts.” The chart is available on www.missionliteracy.com.
This booklet was prepared to put assessment information in the most accessible format for teachers working with students who are developing readers. The most successful beginning reading programs include managing these working parts. A plan to closely monitor the “working parts” creates a tightly woven net that keeps students from falling behind and failing to develop the skill of reading.
We hope this format will increase the number of students who are closely monitored so they can become successful third grade readers.
Committee MembersCiganick, Pam [[email protected]]Fry, Jacqueline [[email protected]]; Kelly, Susan Codere [[email protected]]Loper, Patti [[email protected]]Mick, Barb [[email protected]]Weber, Elaine [[email protected]]Wozniak, Carrie [[email protected]]
Concepts of Print
WHY?
In developing print awareness, a child begins to understand what print looks like, how it works, and the fact that print carries meaning (Strickland & Schickedanz, 2004). Teachers who have an understanding of what aspects of print their students are attending to can introduce students early on to print conventions through experiences in both reading and writing—especially through focused instruction in the first six months of school (Clay, 2000, pp. 24-25).
Free Assessments:
MLPP Concepts of
Literacy Beginnings Fountas and Pinnell (2011) Concepts About
Print Interview p. 224
Assessment for Reading Instruction Concepts about Print p. 97 Book Handling Knowledge
Guidelines p. 98-100
Benchmarks:
Kindergarten: Knows parts of books (front, back, title, index, etc.) Pre-Kindergarten: Understand that text is read from top to bottom, left to right.
Phonological Awareness
WHY? The two best predictors of early reading success are alphabet recognition and phonemic awareness (Adams, 1990).Many studies have established that phonemic awareness (the ability to identify the individual sounds in words) and phonics (the representation of those sounds with letters) are essential for skilled reading (Adams, 1994; Ehri, 2004; Torgesen et al., 2001).
Free Assessments:
Phonological Awareness Rhyme Syllables Alliteration Segmenting Beginning/
Ending Sounds
MLPP – Phonological Awareness Rhyme
Choice and Supply
Segmenting Blending Onset and
Rime
Literacy Beginnings Fountas and Pinnell (2011) Initial
Sounds p. 222
Rhyming Words p. 223
Assessment for Reading Instruction McKenna and Stahl (2015) Tests of
Phonological Awareness p.102-104
Hearing and Recording Sounds p. 105-106
Benchmarks:
1st Grade: Hears and counts syllables and changes words by adding, deleting, or substituting phonemes.
Kindergarten: Plays with syllables and hears rhyme, onset & rime, segmenting, blending.
Pre-Kindergarten: Plays with rhyme and learns the alphabet song.
Knowledge of Alphabet
WHY?The two best predictors of early reading success are alphabet recognition and phonemic awareness (Adams, 1990).Being able to discriminate and quickly recognize important letters is also helpful in attaching sounds to the correct letters when reading words (Neuhaus, 2003).
Free Assessments:
Knowledge of Alphabet Letter
Identification Letter
Sounds
MLPP Letter
Identification Sound
Identification
Literacy Beginnings Fountas and Pinnell (2011) Letter
Recognition p. 221
Assessment for Reading Instruction Alphabet
Recognition p. 101
Benchmarks:
1st Grade: Reads CVC words and uses phonics knowledge to read all kinds of words.
Kindergarten: Names all upper case and lowercase letters and knows that words are made of sounds.
Pre-Kindergarten: Notices and names letters in own name. (approx. 10)
Word Recognition
WHY?Word study develops students' abilities in phonics, word recognition, and vocabulary (Baker, 2000).2,000 high frequency words account for 90 percent of the words in conversations, 87 percent of the words in fiction, 80 percent of the words in newspapers, and 78 percent of the words in academic texts (Nation, 2001).The National Reading Panel (2000) identifies the development of ‘sight word reading competencies’ as a critical component in developing early reading foundational skills.
Free Assessments:
Word Recognition High
Frequency Words
Word Families
MLPP Sight Word
Decodable Known
Words
Literacy Beginnings Fountas and Pinnell (2011) Word
Writing p. 224
Fry or Dolch Word ListsFry Instant PhrasesDolch Sight Words
Assessment for Reading Instruction San Diego Quick
Assessment p. 219-224
Fry Sight-Word Inventory p. 150-156
Dolch Words Organized by Level p. 157-158
Benchmarks:
Grade 3.0 - 3.9: 300-650 wordsGrade 2.0 - 2.9: 300 wordsGrade 1.0 - 1.9: 200 wordsKindergarten: 100 words
Phonics
WHY?Many studies have established that phonemic awareness (the ability to identify the individual sounds in words) and phonics (the representation of those sounds with letters) are essential for skilled reading (Adams, 1994; Ehri, 2004; Torgesen et al., 2001).Findings of three decades of research confirm the importance and effectiveness of systematic phonics instruction, particularly in kindergarten and first- and second-grade classrooms (Armbruster et al., 2001).
Free Assessments:
Phonics 1 to 1
Correspondence
Long and Short Vowels
MLPP Hearing
and Recording Sounds
Literacy Beginnings by Fountas and Pinnell (2011) Word
Writing p. 224
Writing Samples p. 225
Words Their Way Spelling Inventories Primary
Spelling Inventory
Elementary Spell. Inventory
Upper Level Elementary Spelling Inventory
Screener: http://www.helloliteracy.com/2011/10/rti-digging-deeper-assessments.htmlEarly Names Test (Article)(Form)Early Names Test (Scan)
Assessment for Reading Instruction Informal
Phonics Inventory p. 112, 130-136
Informal Decoding Inventory p. 113, 137-149
Benchmarks:
3rd Grade: Uses phonics knowledge to spell increasing numbers of words correctly.
2nd Grade: Uses phonics knowledge to spell words correctly.
1st Grade: Uses phonics knowledge to spell words correctly; still ear spelling and uses phonics knowledge to read all kinds of words.
Kindergarten: Uses phonological awareness to “ear spell” words for writing and knows that words are made of sounds.
Pre-Kindergarten: Uses phonological awareness to “ear spell” words for writing.
Oral Language
WHY?The acquisition of oral language skills often begins at a young age, before students begin focusing on print-based concepts such as sound-symbol correspondence and decoding. Because these skills are often developed early in life, children with limited oral language ability at the time they enter kindergarten are typically at a distinct disadvantage (Fielding et. al, 2007).‘Oral language development precedes and is the foundation for written language development; in other words, oral language is primary and written language builds on it. Children’s oral language competence is strongly predictive of their facility in learning to read and write: listening and speaking vocabulary and even mastery of syntax set boundaries as to what children can read and understand no matter how well they can decode (Catts, Adolf, & Weismer, 2006; Hart & Risley, 1995; Hoover & Gough, 1990: Snow, Burns, & Griffin, 1998).’ (CCSS-ELA/Lit.)
Free Assessments:
Assessment Categories
Assessment Assessment
Oral Language Receptive
MLPP Receptive Language
Oral Language
MLPP Phonological
Lance Gentile OverviewThe Oral Language Acquisition
Expressive Semantics Syntactics Pragmatics
Inventory Language Literacy Learning BehaviorIncludes oracy, instruction design, activities
Benchmarks:
3rd Grade: Children need to learn 2,000 to 3,000 new words each year from 3rd grade onward, about 6–8 per day. 2nd Grade: The average students knew about 6,000 root words by the end of 2nd grade.In 1st and 2nd grade, children need to learn 800+ words per year, about 2 per day.
Reading Fluency
WHY?Students who are not at least moderately fluent in reading by 3rd grade are unlikely to graduate from high school (Slavin, Karweit, Wasik, Madden, & Dolan, 1994).
Free Assessments:
Fluency Accuracy Rate Phrasing ExpressionReading fluency (including accuracy, automaticity, and prosody).
Oral Running Record ML → TNC
M2 → Oral Running Record
Multi-Dimensional Fluency Rubric (Rasinski)
DRA2, Rigby, F&P Benchmark Assessment System expression,
phrasing, rate, accuracy benchmarks within levels
QRI, Basic Reading Inventory Accuracy and
Words Correct Per Minute calculations
Assessment for Reading Instruction
Note: Scoring Rubric Attached
Benchmarks:
3rd Grade: Creates meaning while reading more and more smoothly; Goal: 80-110 wpm.
2nd Grade: Creates meaning while reading more and more smoothly; Goal: 70-100 wpm.
1st Grade: Creates meaning while reading more and more smoothly; Goal: 30-60 wpm.
Kindergarten: Applies sight words and Fry Instant Fluency Phrases.
Retelling
WHY?Retelling will prompt growth in the following areas:
1. Knowledge of text forms2. Knowledge of text conventions3. Conscious awareness of processes involved in text construction4. Range and variety of text forms and conventions being employed in
other writing tasks5. Control of vocabulary6. Reading flexibility7. Confidence
Read and Retell, Brown, Hazel and Cambourne, Brian; Heinemann 1987
Free Assessments:
Retelling MLPP Narrative or Informational Retelling Rubric K-5
DRA2 K-3, DRA 4-8QRI Assessed through retell, think-
aloud, unaided recall/recall with look-back of explicit and implicit questions
QRI, Basic Reading Inventory Optional retelling Comprehension
questions (explicit and implicit)
Note: Scoring Rubric Attached
Benchmarks:Students are assessed on their ability to retell (written or orally) on developmentally appropriate text.
Reading Comprehension Strategies
Why? Comprehension strategies help readers enhance their understanding, overcome difficulties in comprehending text, and compensate for weak or imperfect knowledge related to the text http://ies.ed.gov/ncee/wwc/pdf/practice_guides/readingcomp_pg_092810.pdfAs outlined by Pearson, Roehler, Dole, and Duffy (1992), there are seven key reading strategies that effective readers use to comprehend a text. These seven strategies need to be taught and practiced until they become second nature to the reader:Armstrong, Sarah (2008). Teaching Smarter With the Brain in Focus. New York: Scholastic.Pearson, P.D., Roehler, L.R., Dole, J.A., &Duffy, G. G. (1992). Developing expertise in reading comprehension. In S. J. Samuels & A. Farstrup (Eds.), What research has to say about reading Instruction,(2nd Ed.). Newark, DE: International Reading Association.
Make InferencesMake Connections
Ask Questions
Synthesize
Determine Importance
Visualizing
READER
Free Assessments: See attached scoring rubrics
Benchmarks:
Grade-level Accountability: Third grade through fifth grade: Make inferences, synthesize and
repair comprehension with guidance. Third grade: Ask Questions, visualize and determine importance. Second grade: Ask questions and visualize. Pre -kindergarten through First grade: Ask questions.
Reading Comprehension
WHY? Narrative is embedded in literary and expository text: “If students cannot tell or retell a story with a high degree of clarity they will be unable to read subject or content based text, understand or compose it. Narrative and exposition are two wings of the same bird.” (Gentile, 2010; 2011 in press)Students comprehend and remember content better when they are taught to recognize the structure of a text because it can help them to extract and construct meaning while reading. http://ies.ed.gov/ncee/wwc/pdf/practice_guides/readingcomp_pg_092810.pdfSee Close and Critical Reading Bookmarks for research references by CCGR Q. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)
Reading Comprehension● Key Ideas● Details● Summary● Inferences
CCGR Q1 – What does the text say?
● CCGR written response● Grade Level CCGR Rubric● SAT Rubric
Critical Reading/Analysis
● Language ● Structure
CCGR Q2 - How does the text say it? (Basis for What does the text mean?)
● CCGR written response
● Style ● Connecting (Cross-text)● Arguing● Extending (Cross-text)
● Grade Level CCGR Rubric● SAT Rubric
Generative Reading/Thinking
● Conceptual Thinking● Analogical Thinking (SAT)● Abstraction/Levels of Meaning● Metaphorical Thinking
CCGR Q3 - What does the text mean?
● CCGR written response● Grade Level CCGR Rubric● SAT Rubric● Profundity Scales
http://missionliteracy.com/critical-reading-strategies.html
Application
● Connecting/Extending Beyond Text
CCGR Q4 - What does the text mean to me?
● Grade Level CCGR Rubric
Free Assessments: See attached scoring rubrics
Benchmarks: A holistic score of “3” on the rubric
Rubrics Follow
Reading Fluency Rubric
1 2 3 4Expression and Volume
Reads in a quiet voice as if to get words out. The reading does not sound natural like talking to a friend.
Reads in a quiet voice. The reading sounds natural in part of the text, but the reader does not always sound like they are talking to a friend.
Reads with volume and expression. However, sometimes the reader slips into expressionless reading and does not sound like they are talking to a friend.
Reads with varied volume and expression.
The reader sounds like they are talking to a friend with their voice matching the interpretation of the passage.
Phrasing Reads word-by-word in a monotone voice.
Reads in two or three word phrases, not adhering to
Reads with a mixture of run-ons, mid sentence pauses for breath, and
Reads with good phrasing; adhering to punctuation, stress and
punctuation, stress and intonation.
some choppiness. There is reasonable stress and intonation.
intonation.
Smoothness Frequently hesitates while reading, sounds out words, and repeats words or phrases. The reader makes multiple attempts to read the same passage.
Reads with extended pauses or hesitations. The reader has many “rough spots.”
Reads with occasional breaks in rhythm. The reader has difficulty with specific words and/or sentence structures.
Reads smoothly with some breaks, but self-corrects with difficult words and/ or sentence structures.
Pace Reads slowly and laboriously.
Reads moderately slowly.
Reads fast and slow throughout reading.
Reads at a conversational pace throughout the reading.
Scores of 10 or more indicate that the student is making good progress in fluency.
Scores at or below 8 may indicate that the student needs additional instruction in fluency.
Retelling Rubric Grades K - 12Narrative Text
Qualities of
Retelling
4
Mature
3
Capable
2
Developing
1
Beginning
Gist/Main Idea:
$ Lesson Learned$ Plot Main Idea
Retelling includes a clear generalization that states or implies the plot main idea and lesson learned.
Retelling includes a generalization that states or implies the plot main idea and lesson learned from the story.
Retelling indicates inaccurate or incomplete understanding of plot main idea.
Retelling includes minimal or no reference to or understanding of plot main idea.
Story Elements Retelling contains a clear statement of all story elements, (main
Retelling contains a clear restatement of most story elements
Retelling contains a restatement of some story
Retelling contains minimal restatement of
characters, setting, problem, major events, and resolution) and their connection to one another.
(main characters, setting, problem, major events, and resolution) and their connection to one another.
elements with minimal connections to one another.
story elements.
Organization Events are retold following a logical sequence with a beginning, middle, and end.
Events are retold mostly in appropriate order with beginning, middle, and end.
Events are retold in a somewhat disconnected fashion. The beginning or middle or the end may be deleted.
Events lack sequence.
Linguistic
Spillover
Use of language, conventions, and/or format from the selection reflects an elaborated and personalized understanding of the story.
Use of language, conventions, and/or format from the selection indicates basic understanding of the story.
Use of language, conventions, and/or format from the selection may indicate superficial understanding.
Retelling includes little or no use of language, conventions, and/or format from the story.
MLPP RETELLING RUBRIC K - 12INFORMATIONAL TEXT
Qualities of
Retelling
4
Mature
3
Capable
2
Developing
1
Beginning
Central Purpose/Gist
Retelling indicates a clear and elaborated understanding of the central purpose of the selection.
Retelling indicates a basic understanding of the central purpose of the selection.
Retelling indicates an incomplete or inaccurate understanding of the central purpose of the selection.
Retelling indicates no understanding of the central purpose of the selection.
Restatement/
Elements
Retelling contains a clear and accurate restatement of important and supporting
Retelling contains a clear and accurate restatement of most
Retelling lacks important elements and/or contains
Retelling is minimal and inaccurate.
elements. May contain related prior knowledge.
important and supporting elements.
inaccurate information.
Organization
Important and supporting elements are logically presented and clearly connected.
Most important and supporting elements are presented logically and connected.
Elements are presented in a random or disconnected order.
There is little or no development of elements.
Linguistic Spillover
Use of language, conventions, and/or format from the selection reflects an elaborated and personalized understanding of the information.
Use of language, conventions, and/or format from the selection indicates basic understanding of the information.
Use of language, conventions, and/or format from the selection may indicate superficial understanding.
Retelling includes little or no use of language, conventions, and/or format from the selection.
Scoring Rubric for Reading Strategies
Basic Comprehension Strategies Questioning Connecting Visualizing Determining
Importance Inferring Synthesizing Repairing
Comprehension
Rubric to Determine Appropriate Use of Reading Strategies
Strategy Fits the text
Logical
Contributes to comprehension
Asking Questions
4 3 2 1 4 3 2 1
4 3 2 1
Making Connections 4 3 2 1 4 3 2
1 4 3 2 1Visualizing 4 3 2 1 4 3 2
14 3 2 1
Determining 4 3 2 1 4 3 2 4 3 2 1
Importance 1Making an Inference 4 3 2 1 4 3 2
1 4 3 2 1Synthesizing 4 3 2 1 4 3 2
14 3 2 1
Repairing comprehension
4 3 2 1 4 3 2 1 4 3 2 1
Students read a text doing a think aloud using the grade appropriate strategy (ies) orStudents read a text and stop and write the response to the grade-appropriate strategy (ies). The responses are scored for each attribute 4, 3, 2, or 1.
4: Insightful; 3: Spot on; 2: Okay; 1: Off base (Developed by Elaine Weber 2017)
3rd – 6th GRADE CCGR RUBRIC – Informational Text
Q1: What does the text say?
READING COMPREHENSIONLevel 4 (Exceeding Level 3 (Grade Level) Level 2 (Approaching) Level 1 (Below)
CCSS RI 1CCSS RI 2
The student summarizes the text by referencing two or more main ideas and explaining how they are supported by key details and examples.
The student summarizes the text by referencing one or more main ideas and explaining how they are supported by key details and examples.
The student summarizes the text by referencing one main idea and explaining how they are supported by limited detail and examples.
The student attempts to summarize the text by determining a main idea and few or no is supported by key detail and examples.
Q2: How does the text say it?
CRITICAL READINGLevel 4 Level 3 Level 2 Level 1
CCSS RI 4The student determines the meaning of the identified general academic and domain-specific words or phrases in a text.
The student determines the meaning of most of the general academic and domain-specific words or phrases in a text.
The student determines the meaning of some of the general academic and domain-specific words or phrases in a text.
The student determines the meaning of a few of the general academic and domain-specific words or phrases in a text.
CCSS RI 5
The student describes the structures (chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in the text.
The student describes most of the structures (chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in the text.
The student identifies the structures (chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in the text.
The student identifies a structure (chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in the text.
CCSS RI 8
The student identifies the author’s opinion(s) and all the evidence to support the opinion, including the choice of words and the facts and examples.
The student identifies the author’s opinion(s) and most of the evidence to support the opinion, including the choice of words and the facts and examples.
The student identifies the author’s opinion(s) and some of the evidence to support the opinion, including the choice of words and the facts and examples..
The student identifies the author’s opinion(s) and few of the evidence to support the opinion, including the choice of words and the facts and examples.
Q3: What does the text mean?
GENERATIVE READINGLevel 4 Level 3 Level 2 Level 1
Depth of Knowledge Level: Create
When the student is given the concepts that form the generalization, enduring understanding or lesson learned, he/she can find most of the evidence in the text..
When the student is given the concepts that form the generalization, enduring understanding or lesson learned, he/she can find some of the evidence in the text.
When the student is given the concepts that form the generalization, enduring understanding or lesson learned, he/she can find minimal evidence in the text
When the student is given the concepts that form the generalization, enduring understanding or lesson learned, he/she cannot find the evidence in the text.
Q4: What does the text mean to me?
APPLICATIONLevel 4 Level 3 Level 2 Level 1
The student explains how the generalization, enduring understanding or lesson learned applies to his/her life.
The student explains how the concepts apply to his/her life.
The student explains how one concept applies to his/her life.
The student explains how some literal idea from the text applies to his/her life.
K – 2nd GRADE CCGR RUBRIC – Informational Text
Q1: What does the text say?
READING COMPREHENSIONLevel 4 (Exceeding Level 3 (Grade Level) Level 2 (Approaching) Level 1 (Below)
CCSS RI 1CCSS RI 2
The student answers one question to identify the main idea. They can retell key details in a text.
The student is given multiple questions to identify the main idea. They can retell key details in a text
The student is given multiple questions to identify the main idea. With prompting students can retell key details in a text.
Even with multiple questions the student cannot identify the main idea or key details in a text.
Q2: How does the text say it?
CRITICAL READINGLevel 4 Level 3 Level 2 Level 1
CCSS RI 4The student determines the meaning of words and phrases in a grade-appropriate text.
The student can answer questions to determine the meaning of words and phrases in a grade-appropriate text.
With prompting and support students can answer questions to determine the meaning of words and phrases in a grade-appropriate text
With prompting and support students cannot determine the meaning of words and phrases in a grade-appropriate text.
CCSS RI 5
The student knows and uses various text features to locate key facts and information in a text.
The student can answer questions to identify and use various text features to locate key facts and information in a text.
With support, the student can identify and use text features to locate key facts and information in a text.
With support, the student can identify but cannot use text features to locate key facts and information in a text.
CCSS RI 8The student identifies the main purpose of a text including what the author wants to answer, explain or describe.
When asked questions, student can identify the main purpose of a text including what the author wants to answer, explain, or describe.
When asked questions, student can identify the main purpose of a text with a limited understanding of what the author wants to answer, explain, or describe.
When asked questions, student can identify the main purpose of a text.
Q3: What does the text mean?
GENERATIVE READINGLevel 4 Level 3 Level 2 Level 1
Depth of Knowledge Level: Create
When the student is given the concepts that form the generalization, enduring understanding or lesson learned, he/she can find most of the evidence in the text..
When the student is given the concepts that form the generalization, enduring understanding or lesson learned, he/she can find some of the evidence in the text.
When the student is given the concepts that form the generalization, enduring understanding or lesson learned, he/she can find minimal evidence in the text
When the student is given the concepts that form the generalization, enduring understanding or lesson learned, he/she cannot find the evidence in the text.
Q4: What does the text mean to me?
APPLICATIONLevel 4 Level 3 Level 2 Level 1
The student explains how the generalization, enduring understanding or lesson learned applies to his/her life.
The student explains how the concepts apply to his/her life.
The student explains how one concept applies to his/her life.
The student explains how some literal idea from the text applies to his/her life.