educational © sharon r schultz 2009; revised 2013...

© Sharon R Schultz 2009; revised 2013 25 Educational Consulting

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Agenda

Shared vocabulary Dimensions of reading/literacy

o Definitions o Optimal developmental levels o Best practice strategies

Scientifically-Based Reading Research: Achieving Literacy


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Teaching Reading

concerns questions


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The Language of Literacy

Phonological Awareness Hearing, saying, seeing, manipulating sounds and symbols

o Broader context Rhymes Words Syllables

o Narrower context Rhymes Words Syllables

Phonemic Awareness Ability to hear, identify, and manipulate the individual sounds (phonemes) in

spoken words /k/ /t/ /d/ /g/ /f/ /a/ /i/

Phoneme Smallest part of spoken language; Makes and/or changes meanings of words;

English has 41 to 43 phonemes; May be represented by one or more letters /i/ /f/ /ch/ /e/ /k/ /s/ /t/ /o/ /p/

Grapheme Smallest part of written language; Represents a phoneme in written form; May

be one or more letters b d f d s ch sh th -ck ea -igh

Phonics Understanding that there is a predictable relationship between phonemes and

graphemes /k/ /a/ /t/ = cat

dog = /d/ /o/ /g/

Syllable In spoken form – A word part that contains a vowel sound In written form – A word part that contains a vowel

e-vent news-pa-per ver-y

Onset Initial consonant sound of a syllable

e-vent news-pa-per swim

Rime Part of the syllable that contains the vowel and all that follows it

e-vent news-pa-per swim


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Phonemic Awareness

and Scientifically-Based Reading Research What is it? Why is it important? When is instruction most effective for student learning? What are the key elements of best instructional practices? How can we assess student growth?


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Phonics


/k/ /a/ /t/ = cat dog = /d/ /o/ /g/


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Fluency



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Elements of Fluency

Speed: o Rate of reading o Determined in words per minute

Accuracy:

o Student recognizes most of the words automatically o Little or no attention is required to identify words o Some miscues will occur

Mispronunciations Omissions Insertions

Prosody:

o Phrasing o Pitch o Tone o Duration o Pauses o Stressing for expression

Comprehension is directly related to fluency!!!!


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Calculating Words Correct Per Minute

One Minute Reading Total number of words read minus number of errors = words per minute # words attempted

- # errors = WPM

Reading an Entire Passage

1. Calculate words read correctly: total number of words in passage minus number of errors = words read correctly

# words in passage

- # errors = words correct

2. Calculate WPM: total number of words read correctly divided by number of

seconds times 60 = words per minute

# words correct

x 60 = WPM # seconds reading

It is important to cite the reading level of the text!!!!!!!!!


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Assessing Oral Reading

Keeping a running record: assessing accuracy Substitution Write substituted word above text Omission Circle omitted word Insertion Draw a carat mark ( ) and write word

above it Self-correction Write SC next to corrected word Repetition Draw a line backward over the repeated

words beginning with the last word said; write R for each repetition

Word reversal Draw line through word or from word to word; Examples: was for saw turned out for out turned

Ignores punctuation Circle punctuation Teacher assists with word Write T above the word Teacher prompts word or phrase Write P above the word Teacher directs student to try again

Write TA above the word

Assessing Oral Reading Fluency

Have student read for a sixty-second time period, or multiple thereof. Count and record number of words read accurately within sixty seconds. Collect three samples and compute the average words per minute (wpm).

Assessing Oral Reading Fluency when student speech or processing speed is an identified special education issue

Known articulation errors are not considered as inaccurate word-reading. When the child presents with processing or stuttering issues, first count the number of words per minute in normal conversational speech for the student being assessed.

Collect at least three samples and average the results to provide rate of normal conversation. Proceed as above, using an adjusted expectation based on conversational speech.

Note: For both data collection processes note whether the student is seeing the text for the first time or whether he/she has had opportunity to practice aloud before collecting the data.


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Vocabulary



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Comprehension

and Scientifically-Based Reading Research What is it? Why is it important? When is instruction most effective for student learning?

What are the key elements of best instructional practices? How can we assess student growth?


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Constructing Meaning…

The questions that p_______________ face as they raise ch_______________ from

in_______________ to adult life are not easy to an_______________. Both

fa_______________ and m______________ can become concerned when health

problems such as co_______________ arise any time after the e__________ stage to

later life. Experts recommend that young ch_______________ should have plenty of

s_______________ and nutritious food for healthy growth. B_______________ and

g_______________ should not share the same b_______________ or even sleep in

the same r_______________. They may be afraid of the d_______________.

The questions that p_______________ face as they raise ch_______________ from

in_______________ to adult life are not easy to an_______________. Both

fa_______________ and m______________ can become concerned when health

problems such as co_______________ arise any time after the e__________ stage to

later life. Experts recommend that young ch_______________ should have plenty of

s_______________ and nutritious food for healthy growth. B_______________ and

g_______________ should not share the same b_______________ or even sleep in

the same r_______________. They may be afraid of the d_______________.


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Determining Text Readability

Fry Readability Graph Computes readability of written materials based on number of syllables and the average number of sentences per 100-word passage.

1. Select three passages of 100 words (one passage each from beginning, middle, and end of text).

2. For each passage count and record the number of sentences (estimate partial sentences in tenths).

3. For each passage count and record the number of syllables. 4. Compute averages for the three passages. 5. Plot results on graph.


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aygor Readability Graph

Computes readability of written materials based on number of words with six or more letters and the average number of sentences per 100-word passage.

1. Select three passages of 100 words (one passage each from beginning, middle, and end of text).

2. For each passage count and record the number of sentences (estimate partial sentences in tenths).

3. For each passage count and record the number of words of six or more letters. 4. Compute averages for the three passages. 5. Plot results on graph.

INVALID

INVALID


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The Lexile Framework www.lexile.com

The Lexile Framework for Reading is a scientific approach to reading measurement that matches readers to text. The Lexile Framework measures both reader ability and text difficulty on the same scale, called the Lexile scale. This approach allows educators to manage reading comprehension and encourage reader progress using Lexile measures and a broad range of Lexile products, tools and services.

The Lexile Framework was developed by MetaMetrics, Inc., an independent education company focused on using technology to bridge assessment and instruction, after 15 years of research funded by the National Institutes of Health. It has since become the most widely adopted reading measure in use today, applicable across the curriculum and at home. Tens of thousands of books and tens of millions of articles have Lexile measures, hundreds of publishers Lexile their materials and all major standardized tests can report student reading scores in Lexiles.

Lexile Range Approximate Grade Level Text

*independent reading range by lexile

*Independent reading range by grade level text

Above 1700 Professional 1500-1700 Grad School 1300-1500 College junior & senior 1250-1450 College freshman &

sophomore

1100-1300 Grade 12 940-1210 6.8-11.0 Grade 11 1100-1200 Grade 10 905-1195 6.5-10.0 1050-1150 Grade 9 855-1165 6.0-9.6 1000-1100 Grade 8 805-1100 5.3-8.0 950-1075 Grade 7 735-1065 4.3-6.9 850-1050 Grade 6 665-1000 4.1-5.7 750-950 Grade 5 565-910 3.3-4.8 750-850 Grade 4.5-5.0 445-810 2.7-4.7 650-750 Grade 4.0-4.5 600-700 Grade 3.5-4.0 330-700 1.8-4.0 500-600 Grade 3.0-3.5 400-500 Grade 2.5-3.0 140-500 Decodable-3.0 300-400 Grade 2.0-2.5 300-400 Grade 1.5-2.0 Up to 300 Decodable-1.5 200-300 Grade 1.0-1.5

Lexile below 200 is considered as beginning reading = decodable books, etc. *Independent reading range = Metamatrix research yielded lexile ranges in typical grade level classrooms; the range on the chart indicates the range within which 50% of the students demonstrated independent reading; 25% reading independently at lower lexiles and 25% reading independently at higher lexiles; data derived at end of the first semester of that particular grade level; e.g., At mid-grade six, in a typical heterogeneous general education classroom, 50% of students would be expected to be reading grade level text independently between 4.1 and 5.7 grade level text; 25% of students would be reading independently below 4th grade level text; and 25% of students would be reading independently above 5.7 grade level text.

http://www.lexile.com/


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Text Complexity Grade Bands and Lexile® Bands

"It isn't often that a society gets a chance to start afresh, and I think that moment is here."

—Chester E. Finn, Jr.*

The Common Core State Standards Initiative offers the following overlapping Lexile bands (or Lexile ranges**, as defined by Common Core) to place texts in the following text complexity grade bands. According to the Common Core Standards, qualitative scales of text complexity should be anchored at one end by descriptions of texts representative of those required in typical first-year credit-bearing college courses and in workforce training programs. Similarly, quantitative measures should identify the college- and career-ready reading level as one endpoint of the scale.

We have realigned our Lexile ranges to match the Common Core Standards' text complexity grade bands and adjusted upward its trajectory of reading comprehension development through the grades to indicate that all students should be reading at the college and career readiness level by no later than the end of high school.

Grade Band

Current Lexile Band

"Stretch" Lexile Band*

K–1 N/A N/A

2–3 450L–725L 420L–820L

4–5 645L–845L 740L–1010L

6–8 860L–1010L 925L–1185L

9-10 960L–1115L 1050L–1335L

11–CCR 1070L–1220L 1185L–1385L

*Grade Bands reflect the 2012 Revised Appendix A of the Common Core State Standards for English Language Arts

http://www.corestandards.org/


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The Common Core Standards advocate a "staircase" of increasing text complexity, beginning in grade 2, so that students can develop their reading skills and apply them to more difficult texts. At the lowest grade in each band, students focus on reading texts within that text complexity band. In the subsequent grade or grades within a band, students must "stretch" to read a certain proportion of texts from the next higher text complexity band. This pattern repeats itself throughout the grades so that students can both build on earlier literacy gains and challenge themselves with texts at a higher complexity level. Lexile measures and the Lexile ranges above help to determine what text is appropriate for each grade band and what should be considered "stretch" text.

The Common Core Standards devote as much attention to the text complexity of what students are reading as it does to how students read. As students advance through the grades, they must both develop their comprehension skills and apply them to increasingly complex texts. The proportion of texts that students read each year should come from a particular text complexity grade band. Students must also show a steadily increasing ability to discern more from and make fuller use of text.


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Flesch-Kincaid Grade Level Index Computes readability of written materials based on the average number of syllables per word and the average number of words per sentence. Score is given as a grade level, indicating that if a person reads at or above that grade level, he or she will comprehend 90-100% of the information. Microsoft Word 2003

Click on “Tools” Click on “Options” Click on “Spelling and Grammar” tab Check “show readability statistics”

Microsoft Word 2007

Click on “Microsoft icon” Click on “Word Options” Click on “Proofing” Check “show readability statistics”

Microsoft Word 2010

Click on “File” Click on “Options” Click on “Proofing” Check “show readability statistics”

Word also gives Flesch Reading Ease score. 100-point scale; higher the score the easier it is to understand at that particular grade level of reading.


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Motivation

and Scientifically-Based Reading Research What is it? Why is it important? When is instruction most effective for student learning? What are the key elements of best instructional practices? How can we promote student motivation to read?


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Classroom Cultures that Encourage and Promote Motivation for Reading

Teachers who are reading models o Reading aloud quality literature in a variety of genres o Deliberately models dimensions of reading through think-alouds;

especially comprehension strategies Book-rich classroom environment

o Wide variety from picture books to reference sources o Children touch books o Encouragement to look at as well as read

Opportunities for choice o In genre o In subject matter o At differing times of the day

Social interactions about books o With the teacher o With peers o Before, during and after reading

Literacy-related incentives that reflect the value of reading o Using literature in the content areas o Integrated thematic units of study o Asking and looking for answers to questions o Authentic reading and writing activities

Newspapers Magazines Letters Notes For fun - games, puzzles For knowledge acquisition


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Teacher Resources on the MGUSC network:

Accessible Paper and Pencil Tests Accommodations and Modifications Assessment Terminology Authentic Student Work and Authentic Assessment Bloom’s Taxonomy of Learning Domains Checklists, Rating Scales, Rubrics Cooperative Learning Creating and Maintaining a Student-centered Learning Environment Differentiated Instruction Evidence-based General Practices Evidence-based Practices in Foreign Language Evidence-based Practices in Health Education Evidence-based Practices in Language Arts Evidence-based Practices in Mathematics Evidence-based Practices in Oral Communication Evidence-based Practices in Physical Education Evidence-based Practices in Science Evidence-based Practices in Social Studies Evidence-based Practices in The Arts Evidence-based Reading Comprehension Strategies Literacy Models

o Building Blocks Literacy Model (kindergarten) o Four-Blocks Literacy Model (grades 1-3) o Big Blocks Literacy Model (grades 4-8)

Purposeful Grouping of Students for Instruction and Practice Response to Instruction/Intervention Glossary of Terms Scaffolding Instruction Student Engagement Universal Design for Learning Word Walls Zone of Proximal Development


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Next Steps…

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