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DOCUMENT RESUME

ED 298 474 CS 009 333

TITLE Implementation Handbook for the Comprehensive ReadingProgram.

INSTITUTION Chicago Board of Education, Ill.PUB DATE 87

NOTE 53p-

PUB TYPE Guides - Non-Classroom Use (055) -- Guides -Classroom Use Guides (For Teachers) (052)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Elementary Education; Program Guides; *Program

Implementation; Reading Improvement; *ReadingInstruction; *Reading Programs; Reading Skills;Remedial Reading

IDENTIFIERS Chicago Public Schools IL; Education Consolidationand Improvement Act 1981

ABSTRACTThis handbook describes the procedures for

implementing the Comprehensive Reading Program of the Chicago PublicSchools, a reading program for all students in kindergarten throughgrade 8 which is consistent with the goals established by theIllinois State Board of Education. Intended as a guide for staff andas an aid in staff development activities, the handbook is designedto serve as a basis for implementation of the regular reading programas well as programs of reading instruction for special educationstudents, limited-English-proficient students, and students in theEducation Consolidation and Improvement Act Chapter 1 and otherfunded programs. The handbook presents the expected learningobjectives, program components, implementation procedures (includingplacement, reading time allotment, grouping for instruction,instructional strategies and materials, and the role of the libraryprogram), and the management and monitoring system for each level.(MM)

)00000000000000WOOMM*30000000000000000000000e0000000000000000000000(* Reproductions supplied by EDRS are the best that can be made

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U S. DEPARTMENT OF EDUCATIONOffice of Educational Research and improvementEDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)0 This document has been reproduced asreceived from the person or organizationoriginating itO Minor changes have been made to Improvereproduction Quality.

Points of view Of opinions stated in this docu-ment do not necessarily represent officialOERI position or P0hCy

Implementation Handbookfor the Comprehensive Reading Programof the Chicago Public Schools

Manford Byrd, Jr.General Superintendent of Schools

BOARD OF EDUCATIONCITY OF CHICAGO

BOARD OF EDUCATION OF THECITY OF CHICAGO

Frank W. Gardner, PresidentWilliam M. Farrow, Vice President

Clark BurrusLinda G. CoronadoFrances C. DavisMattie HopkinsGeorge MutozPatricia M. O'HernMichael PennMyrna SalazarWinnie Slusser

Approved byBOARD OF EDUCATIONOF THE CITY OF CHICAGOBoard Report No. 85-0814-ED18August 14, 1985

CD 1985 by the Board of Education of the City of ChicagoAll rights reservedPrinted in the United States of AmericaRevised 1987

4

CONTENTS

Preface v

Acknowledgments vii

IntrodIntion 1

Program Description 3

Implementation Procedures 4

Placement 4Reading Time Allotment 4Grouping for Instruction 4Reading Instructional System 5Instructional Strategies 10Instructional Materials 15Role of the Library Program 15

Learning Objectives 16

Pacing and Organization of Objectives 16Assessment of Achievement 17Kindergarten - Grade 8 18

Special Programs 36

Reading Program for Special Education Students 36Reading Program for Limited-English-ProficientStudents 36

ECIA Chapter 1 Programs 37

Management and Monitoring 39

Parent Involvement 45

Summary 46

iii

PREFACE

The Comprehensive Reading Program of the Chicago PublicSchools is a complete reading program for all students inkindergarten through grade 8 and is consistent with thegoals established by the Illinois State Board of Education.The State Goals for Learning and Sample Learning Objectives(Language Arts) specify that, as a result of theirschooling, students will be able to

. read, comprehend, interpret, evaluate, and usewritten material

. understand the various forms of significantliterature representative of different cultures,eras, and ideas

This handbook is designed to serve as a basis forimplementation of the regular reading program as well asprograms of reading instruction for special educationstudents, limited-English-proficient students, and studentsin ECIA Chapter 1 and other funded programs. It includesthe expected learning objectives, program components,implementation procedures, and the management and monitoringsystem. The handbook is intended as a guide for staff andas an aid in staff development activities.

v

6

ACKNOWLEDGMENTS

OFFICE OF INSTRUCTION SERVICES

Margaret M. HarriganAssociate Superintendent

DEPARTMENT OF CURRICULUM

William H. FinchAssistant Superintendent

BUREAU OF CURRICULUM DEVELOPMENT

Dorothy A. ConroyMargaret M. McMasterDiana Washington RochonNorma Lopez Schiller

BUREAU OF LANGUAGE ARTS

Mattie Claybrook WilliamsDirector

BUREAU OF MANAGEMENT, PRODUCTION,AND DISTRIBUTION

B. Bartoa GallegosDirector

a

Sincere appreciation is expressed to administrators,principals, teachers, parents, and communityrepresentatives for their efforts in the preparation ofthis publication.

vii

7

It is the policy of the Board of Education of the City ofChicago not to discriminate on the basis of race, color,creed, national origin, religion, age, handicap unrelated toability, or snx in its educational program or employmentpolicies or practices.

Inquiries concerning the application of Title IX of theEducation Amendments of 1972 and the regulations promulgatedthereunder concerning sex discrimination should be referredto the Title IX Coordinator, Board of Education of the Cityof Chicago, 1819 West Pershing Road, Chicago, Illinois60609.

viii

INTRODUCTION

The goal of a complete reading program is to enablestudents to master those competencies which will make themmotivated, independent readers capable of critical andreflective thinking. A comprehensive reading pkogram isbroad in scope and focuses on the interrelation of the fourstrands of the language arts: listening, speaking,reading, and writing. Formal reading instruction should bean organized, systematic, developmental activity. A well-planned program of reading instruction requires thefollowing elements:

. stated standards and criteria on which teachers canbase student expectations

. instruments for diagnosing students' strengths andweaknesses

. instructional materials appropriate for a diversityof student needs

. reading materials of literary and personal value

. criterion-referenced tests for assessing studentprogress

. a management and monitoring system

. parent involvement

The instructional component of the program should be broadenough to accommodate the needs of all children. It shouldprovide for teacher-directed large- and small-groupinstruction and independent study. The scope of thereading program should provide opportunities for

. developmental reading: step-by-step teaching ofreading skills with emphasis on critical thinkingstrategies

. corrective reading: the immediate reteaching ofskills and concepts in which students needimprovement

. remedial reading: the reteaching of skills andconcepts when students are behind one or more gradelevels

. recreational reading: reading that is done for funand enjoyment

. enrichment reading: additional reading done toextend the students' educational experiences

Se

2

I0

PROGRAM DESCRIPTION

The Comprehensive Reading Program of the Chicago PublicSchools incorporates all the components of a total readingprogram. It includes developmental reading, correctivereading, remedial reading, recreational reading, andreading for enrichment and is designed to promote criticaland reflective thinking. The program at each grade levelis based upon the acquisition of skills, in prior grades.Reading time allotment for the language arts is uniformthroughout grades 1 through 8. In addition, there is amanagement and monitoring system for each grade level.

3

11

IMPLEMENTATION PROCEDURES

Placement

The student's scores on the basal reader placement test,standardized reading tests, criterion-referenced tests, andclassroom performance should be used to determine initialplacement in the basal reader. (See the ReadingInstructional System on page 5.) All students should beplaced on their instructional reading level.

Reading Time Allotment

The daily time allotment for grades 1 through 8 shall be aminimum of 90 minutes of instruction in reading. Sixtyminutes each day, four days per week, should be devoted todevelopmental reading. One hour of the five-day scheduleshould be for recreational or enrichment reading. Theadditional 30 minutes of the daily reading lesson should bedevoted to skill reinforcement, correction, remediation,the development of higher level thinking skills, andrelated language arts activities. Kindergarten has nospecific time allotment, since a flexible schedule isfollowed at this level. However, there shoule. be at least45 minutes of reading-related instruction daily. (See theReading Time Distribution chart on page 6 and the SuggestedElementary School Weekly Time Distribution charts on pages7 and 8.)

Grouping for Instruction

Students should be grouped for reading on the basis oftheir instructional levels. When a udent's instructionalreading level is below the student's assigned grade level,every effort should be made to close the gap. In classeswhere the majority of the students are on the sameinstructional level, whole-group instruction may be used.In heterogeneous classes, it may be necessary to have twoor three reading groups. (See the diagram forDevelopmental Reading Groups, page 9.) In some instances,principals may organize the program for reading instructionto minimi-e the number of groups within individualclassrooms.

It is e-pected that the 30-minute skill emphasisinstl on will be taught by using small-group,indi- zed, or independent study approaches. Grouping

1..tib1e and based on students' needs. (See thedia: Skill Groups, page 9.)

4

12

Reading Instructional System

This chart of the Reading Instructional System illustratesthe process of entry and exit for each level of theComprehensive Reading Program.

ASSIGNEDGRADE LEVEL

KINDERGARTEN

GRADE I

GRADE 2

GRADE

GRADE 4

GRADESGRADE 6

GRADE 7

GRADER

CHICAGO PUBLIC SCHOOLS

READING INSTRUCTIONAL SYSTEM

CRITERIA FORPLACEMENT

*EASAL READER PLACEMENTTEST

*STANDARDIZED READINGTESTS

*CRITERIONREFERENCEDTESTS

'e,ROOM PERFORMANCE

INSTRUCTIONALLIVIL

COMPREHENSIVEREADINGPROGRAM

*A student should be retested only on objectives not achievM on the initial test.

5

.13

CRITERION-REFERENCED

TESTS

081E1110N-REFERENCE°

TESTS*

PROGRESS TONEXT SET OFOBIECTIvES

PROGRESS 10NEX1SEIOFORIECTivES

fir.,_,,CHICAGO PUBLIC SCHOOLS

COMPREHENSIVE READING PROGRAM

Reading Time Distribution Chart

Time Block Day 1 Day 2 Day 3 Day 4

1 Hour Developmental Reading(Basal Reader)

Day 5

Recreational

and

Enrichment

Reading

30 Minutes Skill Emphasis(The use of this time allocation is flexible and should be adjusted to meet student needs.,

Skill emphasis includes reinforcement, correction, remediation,the development of higher level thinking skills, and relatedlanguage arts activities. There is additional time for theother language arts strands--listening, speaking, and writing- -

as indicated on the Suggested Elementary School Weekly TimeDistribution chart on pages 7 and 8.

14

QSCHICAGO

PUBLIC SCHOOLS

SUGGESTED ELEMENTARY SCHOOLWEEKLY TIME DISTRIBUTION

SUBJECT AREAWEEKLY TIME DISTRIBUTION IN MINUTES

Kg* Grade 1 Grad. 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

LANGUAGE ARTS(Listening, Speaking, Reading,Writing, Spelling, Handwriting)

820 800 720 645 605 515 515 515

MATHEMATICS 240 240 240 240 240 265 265 265

SOCIAL STUDIES 80 100 140 +175 175 200 200 200

SCIENCE 75 75 120 120 160 200 200 200

ART 65 65 60 60 60 60 60 60

MUSIC 60 60 60 60 60 60 60 60

PHYSICAL EDUCATION 60 60 60 80 80 PO 80 80

HEALTH AND SAFETY EDUCATION 40 40 40 40 40 40 40 40

LIBRARY SCIENCE 60 60 60 80 80 80 80 80

This time schedule provides time allotments to implement the citywide instructionalprogram contained in the curriculum guides for each subject area. Subdivisions ofthe subjects listed above and detailed descriptions of the content to be taught arefound in the curriculum guides. The suggested time allotments are to be used as aguide to plan schedules which make it possible to develop a program of instructionwhich meets the needs of the students in each class.

*Kindergarten has no specific time allotment, since a flexible schedule is followed atthis level. The school instructional program should focus on basic skills develop-ment in language arts and mathematics, with a minimum of 45 minutes per day inreading-related instruction. An appropriate emphasis on social studies and scienceconcepts should be included. Music and art activities are an integral part of kinder-garten instruction. Also important are activities designed to enhance physicaldevelopment, social-emotional development, and self-help skills as well as personalhealth and safety.

7

15

(115CHICAGO

PUBLIC SCPOOLS

Teacher

TIME

ELEMENTARY SCHOOL WEEKLYTIME DISTRIBUTION

El. 108 (Rev. 847)Corn. No.188

Grade Room

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

SUMMARY

SUBJECT AREA MINUTES PER WEEK

LANGUAGE ARTS

MATHEMATICS

SOCIAL STUDIES

SCIENCE

ART

MUSIC

PHYSICAL EDUCATION

HEALTH AND SAFETY EDUCATION

LIBRARY SCIENCE

This form shall be posted in each classroom.

8

1 6

GROUPING PATTERNS

DEVELOPMENTAL READING GROUPS

(Basal Materials)(60-minute time allotment)

TWOGROUP PLAN

.........THREE-GROUP PLAN

5

1

SKILL GROUPS

(Supplementary Materials)(30-minute time allotment)

9

1 7

Instructional Strategies

Students should be angaged in reading activities consistentwith their instructional level. Teachers are expected tofollow the basal reader manual and to use a directedreading approach in developmental reading lessons. Tofacilitate this type of instruction, methods such as theDirected Reading Lesson (DRL) and the Directed ReadingThinking Activity (DRTA) are commonly

The DRL, as found in most basals, is used to guide thestudents through each phase of the reading lesson. Theinitial stage prepares the students tc read by motivatinginterest, providing background information, and teachingunfamiliar words. The next phase involves guided readingof the story, discussion of the content, and rereading toanswer comprehension questions. The final stage includesexpansion of skill development and enrichment andrecreational activities.

The DRTA emphasizes the use of questioning strategies thatrequire students to predict story events before reading andto test their predictions by reading further. The studentsmay write their predictions at various stages to establisha reading and writing connection.

In addition, recent research on reading and thinkingemphasizes the importance of the teacher as one who helpsstudents to translate, interpret, analyze, and processinformation. When planning instruction for developmentaland enrichment reading, teachers should craft questionsalong a continuum and should pay careful attention to thecognitive processes that their questions are likely toexercise.

It is useful to think of teacher questioning in terms ofthree levels.

Level I Gathering and Recalling InformationLevel II Making Sense of Gathered InformationLevel III Applying and Evaluating Information

The three levels of questioning, their purposes, thecognitive behaviors that they elicit, and examples appearon the following pages. Teachers should examine and viewthese examples as models.

10

Purpose:

Behaviors:

Examples:

Purpose:

Behaviors:

LEVEL I Questions and Behaviors

To cause the student to gatherinformation by recalling it fromshort- and long-term memory

completingcountingdefiningdescribing

identifyinglistingmatchingnaming

Questions

In Little House in theBig Woods by Laura IngallsWilder, how was a trundlebed described?

Name foods eaten by theIngalls family which arenot common today.

How did Pa Ingalls cleanand load his gun?

Recite the verse whichdescribes the differentchores Ma did each day ofthe week.

LEVEL II Questions and Behaviors

observingrecitingscanningselecting

Behavior

describing

naming

observing

reciting

To cause the student to process theinformation gathered/recalled

analyzingclassifyingcomparingcontrasting

distinguishinggroupinginferringorganizing

11

19

planningsequencingsynthesizingtranslating

Examples: Question Behavior

Purpose:

In Little House in theBig Woods, how were Mary andLaura Ingalls different fromeach other in appearance,behavior, and relationshipswith people?

contrasting

Explain what Pa meant when he translatingsaid to Laura, "I see thateither one of you has moresense than the man who cuttwo cat-holes in his door."

What characteristics did Pa analyzingpossess that helped hisfamily survive?

Why did Laura think that inferringMary's sweet, unrumpled, andclean appearance was unfair?

LEVEL III Questions and Behaviors

To cause the student to make and defenda judgment; to cause the student toexpose a value system; to cause thestudent to use and apply information innovel or hypothetical situations

Behaviors: applying a principle imaginingevaluating judginggeneralizing predictinghypothesizing speculating

12

20

Examples: Question

In Little House in theBig Woods, which of the twoparents sacrificed more tolive in the wilderness?

How would the life-stylesof today affect the Ingall'sfamily relationships?

Why was Charlie called aliar by Pa when he did notmake a false statement?

What was the greatestchallenge to survival facedby the Ingalls family?

Behavior

judging

speculating

applying aprinciple

evaluating

In addition to participating in the basal reading program,students should read a wide range of materials, includingcontent area books, news articles, periodicals, poetry,prose, drama, and short stories. A variety of strategiesmay be used to stimulate student interest in reading. Somesuggestions are

book reportsbulletin boards anddisplays

classroom librariesdramatizations

improvisationsoral readingrole playingspeechesstory starters

The teaching of reading should be interrelated with theteaching of the other strands of the language arts:listening, speaking, and writing. Every effort should bemade to teach the application of reading and other languagearts skills in context. The knowledge and skills outlinedin the Comprehensive Reading Program should be developed,applied, and extended throughout the curriculum.

13

tit

DIRECTED READING INSTRUCTION

Preparation

Arouse interest and activate priorknowledgeEstablish purpose and introduceunfamiliar vocabulary, ideas, andconceptsDirect a preview of the readingto generate questions

Reading

Ask questions that elicit a varietyof comprehension strategies, suchas predicting, speculating, andhypothesizingDemonstrate reading and thinkingskills in a concrete and visiblemannerGuide reading to verify, refine,or reject predictions, speculations,and hypotheses

Interpretation

Lead a discussion to exchangeideas and opinionsSet a purpose for readingElicit justification of judgments,evaluations, syntheses, andgeneralizations

Application and Extension

Reinforce, extend, and expandvocabulary, word identification,comprehension, and study skillsApply skills and concepts toliterature and content area materialsInterrelate reading activities withwriting experiences and otherlanguage arts activitiesExpand recreational and enrichmentreading

This model for Directed Reading Instruction incorporatesthe strengths of three commonly used methods: the DirectedReading Lesson!, the Directed Reading Thinking Activity2,and the Model of Intellectual Functioning3.

7-hilliam D. Page and Gay Su Pinnell, Teaching Reading-c.iprebension (Urbana, Ill.: ERIC Clearinghouse of

Wing and, Communication Skills, National Institute ofucation, March 1979), 40-41.

Russell G. Stauffer, The Language-Experience Approach tothe Teaching of Reading, 2d ed. (New York: Harper fi Row,1980), 218-28.

3 Arthur L. Costa, "Teacher Behaviors that Enable StudentThinking," in Developing Minds: A Resource Book forTeaching Thinking edited by Arthur L. Costa (Alexandria,Va.: Association for Supervision and CurriculumDevelopment, 1985), 125-37.

14 24

MO*.101.

Instructional Materials

Instructional materials should include the following:

. developmental reading program materials chosen fromthe Approved List of Instruction Materials forelementary school reading, with the basal readerserving as the core of the reading instructionalprogram

. a variety of literary materials

. skill development supplements and corrective readingmaterials

. functional reading materials, such as manuals,schedules, and forms

Role of the Library Program

The school library program is an integral part of theComprehensive Reading Program. It must provide a varietyof learning resources, extend classroom learningexperiences, and promote an interest in reading and a loveof books. During the library period, the teacher-librarianmust instruct the students in the use of the library andits resources so that the students will develop necessarystudy and research skills. Reading guidance in content-centered materials must be included to strengthen studentapplication of reading skills. In addition, the use ofrecreational reading as a worthwhile leisure-time activitymust be promoted.

15

LEARNING OBJECTIVES

Each student is expected to achieve a set of learningobjectives developed for each grade level and distributedevenly among the four reporting periods. These objectiveshave been revised to meet or exceed state guidelines.

There is a high correlation between skill placement in themost commonly used basal readers in the Chicago PublicSchools and the grade level of the learning objectives.This correlation ensures that reading will be taught as anintegrated process rather than as drill or discrete,isolated skills.

Pacing and Organization of Objectives

Students are to be instructed on the concepts and skillsoutlined in the learning objectives for each grade on anongoing basis. However, four objectives will be assessedat the end of each reporting period (see pages 18-35).The..- four learning objectives may be reordered for thepurposes of pacing and organizing classroom instruction.

The learning objectives are taught through thedevelopmental reading lessons of the basal reader.Students who demonstrate achievement of the learningobjectives progress to the next set in the sequence. Thosestudents who do not demonstrate achievement on a Fet ofobjectives are programmed into teacher-selected correctivesand are retested. These students then proceed to the nextset of objectives.

16

24

Assessment of Achievement

Achievement of objectives will be measured by citywidecriterion-referenced tests. These tests are to beadministered at the end of each reporting period.

CHICAGO PUBLIC SCHOOLSCOMPREHENSIVE READING PROGRAM

LEARNING OBJECTIVES

GRADELEARNING

OBJECTIVESMINIMUM

PERFORMANCE

K 16 13

1 16 13

2 16 13

3 16 13

4 16 13

5 16 13

6 16 13

7 16 13

8 16 13

Total 144 117

17

KINDERGARTENFirst Reporting Period

Strand Objective Testing Focus

(C/L) 1. Identifies characters andsettings

Oral stories, poems,and pictures

(WI) 2. Recognizes likenesses anddifferences

Shapes, sizes, andletters

(C) 3. Recognizes relationships:location, time, andorder

Pictures

(C) 4. Completes patterns Shapes, letters, andword-

Second Reporting PeriodStrand Objective Testing Focus

(WI) S. Identifies rhyming wcrds Oral words andpictures

(C) 6. Identifies details Oral stories a;ldpictures

(C) 7. Classifies items Pictures

(C) 8. Recognizes sequence Oral stories rndpictures

IM

Strands: WIWord Identification, C-- Comprehension, SSStudy Skills, L-- Literature

18

26

KINDERGARTENThird Reporting Period


(WI) 9. Recognizes upper- andlower-case letters

(SS) 10. Identifies parts of a book

(C) 11. Associates meaning withprint

(C) 12. Draws conclusions

Oral and writtenletters

Facsimiles of frontand back cover,pages, andillustrations

Written words andpictures

Oral stories andpictures

Fourth Reporting PeriodStrand Objective Testing Focus

(WI) 13. Associates initialconsonant sounds withletters

(C) 14. Identifies main idea

(C/L) 15. Distinguishes realityfrom fantasy

(C) 16. Makes predictions

Letters, oral andwritten words, andpictures




Strands: WI--Word Identification, C--Comprehension, SS--Study Skills, L--Literature

19

GRADE 1First Reporting Period


'V

(WI) 1. Associates initial and finalconsonant sounds withletters

(C) 2. Identifies sequence

(C) 3. Identifies detailr

(C/L) 4. Identifies characters,setting, and moodof the story

Pictures, letters,oral and written words





(C) 5. Follows written directions

(C) 6. Recognizes cause and effectrelationships

Written sentences andpictures


7. Makes predictions Oral stories andpictures

O. Compares and contrasts Pictures, oral andinformation written words,

phrases, or sentences

Strands: WI--Word Identification, C--Comprehension, SS--Study Skills, 1--Literature

20

28

GRADE 1Third Reporting Period


(C) 9. Identifies main idea

(WI) 10. Associates consonant blendsand consonant digraphs withsounds

(C)

(SS)

Written stories

Letters, oral andwritten words,and pictures

11. Draws conclusions Written stories

12. Obtains information fromvisual aids

Calendars, charts,and maps


(WI) 13. Recognizes long and shortvowel sounds

(WI) 14. Recognizes plural forms,inflectional endings,compound words, andcontractions

(SS) 15. Locates information inparts of a book

(SS) 16. Applies alphabetical order

Oral and written wordsand pictures

Written words andsentences

Facsimiles of titlepage and tableof contents

Written words

Strands: WI--Word Identification, C -- Comprehension, SS--Study Skills, L--Literature

21

29



(WI) 1. Identifies base words and Words and sentencesaffixes

(C) 2. Identifies the explicit Paragraphsideamain

(C) 3. Identifies details Paragraphs

(C) 4. Determines sequence Stories and contentarea selections


(WI) 5. Identifies vowel digraphs, Words and phrasesdiphthongs, and r-controlledvowels

(C) 6. Identifies synonyms, Sentencesantonyms, and homonyms

(C) 7. Identifies cause and effect Paragraphsrelationships

(C/L) 8. Identifies character traits, Stories and playssetting, and mood of thestory


22

30



(WI) 9. Identifies variant andsilent consonants

(C) 10. Identifies word meaningfrom context

(C)

(SS)

Words, phrases, andsentences

Sentences andparagraphs

11. Draws conclusions Stories and riddles

12. Obtains information from Maps and chartsvisual aids


(WI) 13. Identifies words with commonconsonant-vowel patterns

(WI) 14. Recognizes plural andpossessive forms

(C/L) 15. Distinguishes reality fromfantasy

(SS) 16. Uses a glossary ordictionary for wordmeaning

Words

Words and sentences

Paragraphs and stories

Excerpts from glossaryor dictionary

Strands: WI--Word Identification, C-- Comprehension, SS-Study Skills, L-- Literature

23

31



(C) 1. Identifies explicit mainidea

(C/L) 2. Identifies author's purpose:inform, instruct, persuade,entertain

(C) 3. Determines cause and effectrelationships

(C/L) 4. Compares character traitsand settings

Literature and contentarea selectibns

Selections

Literature and contentarea selections

Selections


(C/L) 5. Recognizes figurativelanguage: simile,personification, andonomatopoeia

Selections

(C) 6. Infers main idea Selections

(C) 7. Determines sequence Literature and contentarea selections

(C) 8. Draws conclusions Literature and contentarea selections


24

3

GRADE 3Third Reporting PeriodStrand Objective Testing Focus

(C) 9. Identifies denotative andconnotative meanings of words

(C) 10. Summarizes information

(C)

(SS)



11. Makes predictions Literature andarea selections

12. Compares information from Maps, charts, andvisual aids graphs

content


(C) 13. Identifies facts andopinions

(C) 14. Infers meaning from thestructure of a word

(SS) 15. Uses a dictionary forpronunciation and wordmeaning

(L) 16. Recognizes literaryforms: biographies,autobiographies, folktales,and plays

Selections


Excerpts fromdictionaries

Selections

Strands: WI--Word Identification, CComprehenr,inn, SSStudy Skills, 1Literature

25

3



(C/L) 1. Determines character'spoint of view

(C/L) 2. Infers character traits,motives, and mood

(C) 3. Makes predictions

(C/L) 4. Identifies author'spurpose: inform, instruct,persuade, entertain

Selections

Selections


Selections


(C) 5. Infers word meaning fromcontext

(C) 6. Identifies explicit andimplicit main idea

(C) 7. Infers cause and effectrelationships



Selections



Strands: WI--Word Identification, C--Comprehension, SSStudy Skills, 1--Literature

26

1t. 4



(SS) 9. Determines pronunciation,meaning, and origin ofwords

(C) 10. Compares and contrastsinformation

(C/L) 11. Identifies elements ofplot: problemand resolution

(SS) 12. Makes generalizations fromvisual aids

Excerpts from adictionary


Selections

Maps, diagrams, andtables


(C/L) 13. Interprets poetry

(C) 14. Differentiates facts fromopinions

(C) 15. Summarizes information,important ideas, andsupporting details

(SS) 16. Uses library resources

Poems

Selections


Facsimiles of andexcerpts from cardcatalog andencyclopedia

Strands: WI--Word Identification, C-Comprehension, SS--Study Skills, L-Literature

27



1. Determines denotative andconnotative meanings ofwords and phrases

2. Infers main idea

ekaragraphs andselections

Selections

3. Draws conclusion:. Selections

4. Infers meaning from the Content area wordsstructure of a word


(C) 5- Makes predictions

(C) 6. Identifies patterns oforganization: cause-effect,sequence, and comparison-contrast

(C/L) 7. Determines author's pointof view

(C/L) 8. Identifies elements of plot:problem, development, climax,and resolution



Selections

Selections

Strands: WI--Itiord Identification, C--Comprehension, SS Study Skills, L--Literature

28

36



(C) 9. Infers meanings from context

(C/L) 10. Identifies characteristicsof folk literature: myth,tall tale, fable, and fairytale

(SS) 11. Organizes two-level outline


Selections

Selections

Content areaselections

Maps, diagrams,graphs, and time lines


(C) 13. Identifies characteristicsof expository literature

(C) 14. Recognizes techniques ofpersuasion

(C) 15. Identifies informationthrough functional reading

(SS) 16. Uses library re3ourct..:

News stories, essays,autobiographies,biographies, andreviews

Selections

Excerpts from manuals,forms, and schedules

Facsimiles of andexcerpts fromdictionary, cardcatalog, encyclopedia,and atlas

Strands: WI - -Word Identification, C- Comprehension, SS- -Study Skills, L-- Literature

29

37



(C) 1. Infers meaning from thestructure of a word

Selections

(C/L) 2. Draws conclusions Selections

(C) 3. Infers main idea frompatterns of organization:

Selections

cause-effect, sequence,and comparison-contrast

(C/L) 4. Infers themes Selections


(C/L) 5. Interprets poetry:figurative language

(C/L) 6. Identifies symbolism

(C/L) 7. Determines character traitsand motives

(SS) 8. Obtains information fromreference sources

Poems

Poems and otherselections

Literature selections

Excerpts fromencyclopedia, atlas,dictionary, thesaurus,and almanac

Strands: WIWord Identification, C-- Comprehension, SS--Study Skills,L-- Literature

30

38



9. Infers word relationshipsin analogies

10. Identifies author's purpose:inform, instruct, persuade,entertain

11. Compares and contrastspoints of view


Paired sets of words

Essays, editorials,interviews, letters,advertisements, andcartoons and othergraphics

Selections

Maps, graphs, tables,and diagrams


(C) 13. Interprets functionalinformation

(C) 14. Summarizes information

(C/L)

(C/L)

Schedules, forms, andexcerpts frompamphlets

Selections

15. Infers meaning from context Prose and poetry

16. Identifies characteristics Selectionsof various forms of fiction:science fiction, historicalfiction, realistic fiction,and folk literature

StranA-, WI--Word Identification, C.-Comprehension, SS--Study Skills, L--Literature

31

3D



(C) 1. Infers meaning from context

(C/L) 2. Makes judgments aboutcharacters' traits andmotives


(C/L) 4. Infers themes


Selections


Prose and poetry


5. Determines denotative andconnotative meanings

6. Makes predictions

7. Infers word relationshipsin analogies

8. Infers main idea frompatterns of organization:cause-effect, sequence,and comparison-contrast

Selections

Selections


Selections

Strands: WI--Word Identification, C--Comprehension, SS--Study Skills, L-Literature

32

40


Strand Objectivc Testing Focus

(C)

(C)

(C)

(SS)

9. Detects biased viewpoints

10. Summarizes information

11. Uses functional information

Selections

Selections

Schedules, labels,

12. Compares information fromvisual aids

forms, and excerptsfrom pamphlets

Maps, tables, graphs,diagrams, and timelines


(C/L) 13. Identifies characteristicsof poetic forms: ballad,haiku, limerick, and freeverse

(C/L) 14. Determines author's purpose:inform, instruct,persuade, or entertain

(SS) 15. Organizes a three-leveloutline

(SS) 16. Uses library resources

Poetry

Selections

Selections

Facsimiles of andexcerpts from cardcatalog, thesaurus,encyclopedia, atlas,and periodicals

Strands: WI--Word Identification, C--Comprehension, SS--Study Skills, 1.--Literature

33

41


ObjectiveStrand

(C) 1.

(SS) 2.

(C/L) 3.

(C/L) 4.

Testing Focus

Infers meaning fromcontext

Uses research sources

Identifies literary devices:flashback, foreshadowing,imagery, sarcasm, irony,humor, figurative language,characterization

Identifies elements of ashort story: setting,plot, character, point ofview, theme, and mood

Selections, includingpoetry

Excerpts frombibliographies andfootnotes

Selections

Selections


(C/L) 5. Interprets symbolism Selections

(C/L) 6. Interprets poetry Poems

(C/L) 7. Compares themes Selections

(C) 8. Draws conclusions aboutauthor's point of view

Excerpts fromhistorical fiction andbiographies


34

42



(C) 9. Infers word relationshipsin analogies

(C) 10. Detects biased viewpoints

(C/L) 11. Compares excerpts of

(C)


Selections

Selections

12.

literary works fromdifferent historicalperiods

Uses functional information Facsimiles of bills,schedules, timetables, forms,advcrtisements, andexcerpts from manuals


(C/L) 13. Infers conclusions

(C/L) 14. Interprets parts of a play

(C)

(SS)

Selections

Plays

15. Summarizes informationfrom two or more sources

Selections

16. Synthesizes informationfrom visual aids

Maps, tables, graphs,charts, diagrams, andtime lines


35

4

SPECIAL PROGRAMS

Reading Program for Special Education Students

The Comprehensive Reading Program is intended for allstudents. Special education students have the sameeducational, personal, and social needs as all otherstudents. However, the learning objectives of theComprehensive Reading Program must be modified and adaptedto meet the particular needs of special education students.The special education student should be evaluated in accordwith the student's Individual Education Program (IEP).

Reading Program for Limited-English-Proficient Students

Limited-English-proficient (LEP) students in bilingualprograms should receive instruction in the native languageand in English as a second language (ESL). Initial readingskills are developed through native language instruction.The transition of applicable native language reading skillsinto English and the development of other competencies thatare unique to reading in English are facilitated throughESL instruction.

The native language reading program and the ESL readingcontinuum incorporate the applicable learning objectives ofthe general program of reading instruction in English. Inaddition, the native language program contains those keyobjectives that are unique to reading skill development inthe native language. The ESL reading skill continuumcontains the key objectives of the general program ofreading instruction. It also features additionalobjectives designed to develop needed oral and writtencompetencies in English.

The reading program for bilingual instructional category Astudents includes instruction in those native languagereading skills which are appropriate to the grade level andthe development of skills which are necessary to theintroduction of reading in English through ESL. Bilingualprogram participants should begin reading in English whenthey have acquired basic reading skills in the nativelanguage and when they have developed both a degree of oralproficiency in English and reading-related English oralcompetencies.

36 44

Bilingual instructional category B students continue themastery of reading skills through native languageinstruction and transfer these skills into English throughESL instruction. Bilingual instructional category Bstudents who have mastered the appropriate skills in thenative language may be introduced to the correspondingskills in the Comprehensive Reading Program.

Bilingual instructional category C students shouldparticipate in the Comprehensive Reading Program at theirinstructional level in English to the greatest extentpossible and receive additional reading support in Englishas a second language and in the native language. Bilingualinstructional category C students should be able to makethe transition into the reading program in English because,with the exception of the word identification strand, theobjectives of the native language reading program correlateto those of the general reading program.

Schools with a small LEP enrollment and without bilingual-endorsed teachers may not be able to provide nativelanguage reading instruction for LEP students. Thestudents should receive ESL reading instruction.

Students in bilingual instructional categories A and Bshall be evaluated on their performance or achievement intheir native language through the use of criterion-referenced tests when such tests exist or by teacherjudgment when they do not. Students in bilingualinstructional category C shall meet the evaluation criteriaof students in the general program of instruction.

ECIA Chapter 1 Programs

Students enrolled in ECIA Chapter 1 programs mustparticipate in the Comprehensive Reading Program as well asin the supplementary instruction prescribed by federal andstate rules and regulati.ons. Students assigned to an ECIAChapter 1 self-contained activity must receive additionalteacher-directed or student-directed independent readinginstruction utilizing the supplementary materials purchasedunder Chapter 1. Students enrolled in pullout and otherChapter 1 activities are to receive their supplementaryinstruction in addition to instruction in the ComprehensiveReading Program.

37

45

Teachers funded through ECIA Chapter 1 programs assigned tothe pullout activity may participate in the developmentalreading (basal reader) program for one hour, four days perweek. On the fifth day, these teachers will use thatperiod of time for record keeping relative to the Chapter 1activity.

The Chapter 1 supplementary reading activities should besupportive of the Comprehensive Reading Program. Thereshould be ongoing communication between the Chapter 1pullout teacher and the regular classroom teacher relativeto the supplementary activities that are being provided forparticipating children.

38

4

MANAGEMENT AND MONITORING

The management and monitoring system of the reading programincludes three forms:

. Student Reading Record Profile

. Classroom Learning Objectives Report

. School Learning Objectives Progress Chart

The Student Reading Record Profile on pages 41 and 42 ismaintained by the teacher for each student. It provides aprofile of individual student progress and is to beforwarded as part of the student's record as the studentmoves from one classroom to another, transfers to anotherChicago public school, or graduates from elementary school.Directions for completing the Student Reading RecordProfile are printed on the reverse side of the form. Thisside of the form should be completed at the end of theschool year or when a student transfers or graduates.

The Classroom Learning Objectives Report on page 43 is areport from the classroom teacher to the principalindicating the number of students who have achieved a givennumber of learning objectives for each reporting period.At the end of each reporting period, the teacher willindicate the total number of students enrolled for thatperiod and the number of students who have achieved eachobjective. This information is transmitted to theprincipal who completes the School Learning ObjectivesProgress Chart.

The School Learning Objectives Progress Chart on page 44 isa form on which the principal maintains a record of thereading progress of each classroom within the school. Theroom number, the grade, the instructional level, and thetotal number of students are to be recorded for eachclassroom. The number of students achieving each objectiveis to be marked in the appropriate box for each reportingperiod. The number of students promoted is to be enteredat the end of the year. This form should be forwarded tothe district superintendent at the end of each reportingperiod.

The Comprehensive Reading Program should be monitoredclosely by the principal and elementary school districtsuperintendent.

39

47

Student Name

I.D. No.

CHICAGO PUBLIC SCHOOLS

STUDENT READING RECORD PROFILE

School Name

Place a check () in each numbered box to indicate achievement of learning objectives.Use the blank space under each grade for repeated grades. (See reverse side for directions.)

INSTRUCTIONAL LEVEL LEARNING OBJECTIVES

Kindergarten 1 2 3 4 5 6 7 B 9 10 11 12 13 14 15 16

Grade 1 1 2 3 4 5 6 7 B 9 10 11 12 13 14 15 16

Grade 2 1 2 3 4 5 6 7 B 9 10 11 12 13 14 15 16

Grode 3 1 2 3 4 5 6 7 B 9 10 11 12 13 14 15 16

Grade 4 1 2 3 4 5 6 7 B 9 10 11 12 13 14 15 16

Grade 5 1 2 3 4 5 6 7 B 9 10 11 12 13 14 15 16

Grade 6 1 2 3 4 5 6 7 B 9 10 11 12 13 14 15 16

Grade 7 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Grade 8 1 2 3 4 5 6 7 B 9 10 11 12 13 14 15 16

48

Student Name

READING SUMMARY PROFILE

School

4647 1 Il

.111'The initial entry should be the spring 1985 ITBS score or the most recentstandardized test score.

I.D. No

DIRECTIONS

1. On the reverse side. place a check in the numbered box to show thestudent's achievement of learning objectives.

Sample: yb

161

16IV

Grod 2 I Je *Te of IP' s6 tt 4i 4i 4, IS

lithe student repeats an instructional level, indicate achievement byplacing a check in the blank box immediately belowthe previous record.

Sample:

Grod, 2 r 2 3 S 10 11 13 4'V V

2. For each student, complete the in ormation on the Reading SummaryProfile at the end of the school year or when a student transfers orgraduates. Write the grade equivalent in the box marked StandardizedG.E. Reading Score and the date of the test in the next box. Compute thenet gain or loss. Mark it in the box, using a plus to show gain or a minusto show loss.

Sample:

ALLENDALE MI? 2.4 477 212 210 3 2 3,1 Os 7

!cm 100 4 3 3/149 21Mel 105 4 11442

Comments.

4

CHICAGO PUBLIC SCHOOLSREADING PROGRAM

CLASSROOM LEARNING OBJECTIVES REPORT

School Year

Grade Instructional Level lioom Teacher

Total Number of Students Number of Students Passed

1-7

Objective 1

Objective 2

Objective 3

Objective 4

Objective 5

Objective 6

Objective 7

Objective 8

Objective ::

Objective 10

Objective 11

Objective 12

Objective 13

Objective 14

Objective 15

Objective 16

43

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CHICAGO PUBLIC SCHOOLS READING PROGRAMSCHOOL LEARNING OBJECTIVES PROGRESS CHART

District School

School Year

Principal's Signature

Grade LI LI H I-1 LI L-II I

Room Number 210 210 210 212 212 21L1 2114 p. tInstructional Level 1.4 3 5 Li 3 2 3 This 0a omit* of tht

oath 4 dosstoonswith 12studonts in own doss/own

Total Numberof Students

1

? .: 1-i. .1.... .1.. ilf:y

anti ionltw;o

or No m inst1n1ict,. fCth d411101%

. t

1 -..I

1

Objective 1

Objective 2

Objective 3

Objective 4

Total Number ''..i..:..i of Student:, .:, :i

;:::.::. -..:,'

.,..,.....::.:2::,:. -:.,1,::;:.

'''-.' ,...;e',;',..i:', ;,'.' :

'"...: '''' ' ..,.. :

.:'. ...:"...,c

:::::',.:..;i'.:.'1:-

..,..,.;':',',..-:

, ::::,:::' . , .: . :

.1

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IT

42

Cbjective 5

Objective 6

Objective 7

Objective 8

:,:::Total Number tof Stirderits. . :'

: .

:,., ,... ,'::*: -7% -',:'

.. :-;"": .... , ::

*.:'. ::, :::'

:.....'%.--s:

"..:,, .

; :

.: ':

.

: . ,

.

i Ii Izilcli

Objective 9

Objective 10

Objective 11

Objective 12

..i,'..Total Number. ::::.:"...'cif:Siudents::: '' ." .':' '' ' '''' ''' ''' ''''''''''' :' .::' ; i

. ,

1T Objective 13

1:--

1 - Objective 14

IT Objective 15ii4 Objective 16

f,

-rOi,lriiii4.;(ii '''''''''' :::::-.1.... :: ':::::':': ' :::::::.T.'" ' ." ..'i.:-.. '- ...:**:':' : :: ' ' ' 7: ''''''''. '`''''''' '" ''''... .. .. ' '''''' '`. ....... :::"'... ...

No. Students Promoted

44

51

PARENT INVOLVEMENT

Parent involvement is an integral part of a well-plannedreading program. Each school should develop procedures forinvolving parents in the improvement of their children'sreading. These may include

. conducting meetings and workshops to familiarizeparents with the Chicago Public Schools ComprehensiveReading Program

. providing workshops for parents to enhance theirchildren's reading skills

. encouraging parents to read daily to their childrenas well as to provide interest, motivation, andsupport

. publishing a newsletter for parents which includessuggestions of ways in which they can help theirchildren in reading

. suggesting plans for individual students of ways inwhich their parents can help at home

. enlisting parent volunteers to read to children aswell as to assist with reading activities

. providing lists of suggestions to parents for studentuse of the 9ublic library

. providing lists of suggestions to parents for studentuse of museums and other cultural institutions

Teachers and administrators are encouraged to work withparents as partners on a continuous basis in improving thereading achievement of students.

45

004

SUMMARY

The Comprehensive Reading Program incorporates all thecomponents of a total reading program: developmentalreading, critical thinking, corrective reading, remedialreading, recreational reading, and reading for enrichment.These components should be implemented using the guidelinesbelow.

. All students, kindergarten through eighth grade,should be taught using a basal reader as the core ofthe reading program.

. The basal reader placement test, standardized readingtests, criterion-referenced tests, and classroomperformance may be used to determine initial studentplacement.

. One hour per day, four days per week, should be spentusing the basal reader materials. One hour, one dayper week, should emphasize recreational andenrichment reading. Additionally, 30 minutes perday, five days per week, should be spent on skillemphasis, including correction, remediation, thedevelopment of higher level thinking skills, andrelated language arts ac' :ivities.

. All students should be required to read a variety ofmaterials.

. All students must be tested on the learningobjectives by means of criterion-referenced tests.

. Students who have mastered basic reading skillsshould not receive repeated instruction in theseskill areas.

. When a student's instructional level is below thestudent's assigned grade level, every effort shouldbe made to close the gap.

. The management and monitoring system should be usedto assess and report student progress.

. Parent involvement should be an integral part of thereading program.

. This entire program must be monitored closely by theprincipal and the elementary school districtsuperintendent.

46

5 -.1d

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