If you print it, will they read? Aligning standards, curriculum and reading materials to ensure success Dr. Stephanie Al Otaiba Florida State University and the Florida Center for Reading Research salotaiba@fcrr.org August 24, 2011 2011 Global Education Workshop: From Evidence to Action
Three Big Ideas about aligning standards, curriculum and reading materials to maximize successful early grade reading performance • Standards include end of grade expected literacy goals that reflect development • To support these grade-level standards, or goals, select or design a comprehensive reading “core” curriculum program that is explicit and systematic to support instruction in code-focused and meaning focused instruction. – For each early grade level, the core covers five essential components: phonological, phonics, fluency, vocabulary, and comprehension – The core provides directions or guidance for teachers in how to teach these skills so students can master them – The core provides instructional activities and texts that move in a sequential fashion from easiest to most difficult to support the end of grade goals. – The core also incorporates cumulative review and practice • Any additional reading materials (books, activities) that are created must be designed to align with and support these grade-level standards.
Phoneme Blending & Onset-Rime Segmenting Blending & Segmenting Syllable Blending & Segmenting Sentence Segmenting Rhyming & Sample Initial Sound sequence from Identification easy to difficult
Levels of Alphabetic Skills Decode more difficult phonics Read simple patterns sentences and Decode stories multi-syllable Blend simple Read chunks words CVC words of words like mat Read with Recognize Recognize expression Read simple more high letter names high frequency and sounds frequency “Read” symbols words by words sight like 7-up Sample sequence from easy to difficult
Sample Standards for Early Grade Reading that Connect with EGRA: Building a Road Map (“Scope and Sequence”) Examples from Learning to Read: “By the end of Year 1… the pupil will” • Phonological awareness: The pupil will demonstrate relations between spoken words and sounds. – Given a word, the student will • identify words that rhyme, • identify the initial sound of words • blend sounds to make a word, or • say each sound in a word. • Phonics (alphabetic knowledge and decoding) and spelling : The student will understand the relationship between spoken words and sounds – Given a letter, the student will name the letter (or character or symbol) – Given a word “cat,” “gato,” “ طق “, the student will say each sound and correctly read the word. – Given a word, the student will recognize the root and ending to read the word (e.g., “run” “ing” )
Sample Standards and Goals for Early Grade Reading that Connect with EGRA: Building a Road Map (“Scope and Sequence”) Examples from Learning to Read: “By the end of Year 1 … the pupil will” • Fluency: The pupil will demonstrate the ability to automatically and fluently read familiar grade level words in lists or text. – When shown a letter (or word) the student will name the letter in 3 seconds. – When shown an EGRA word list, the student will read ___ words in 1 min. – When shown an EGRA passage, the student will read ___ words in 1 min. and will answer ___ out of ___ comprehension questions correctly.
What are the key elements of an effective core reading curricular programs? • The curriculum includes instructional content based on the relevant essential components of reading instruction (e.g., phonological, phonics, fluency, vocabulary, and comprehension) integrated into a coherent instructional design. • The design of the curriculum should also consider the allocation of time, ensuring a protected, uninterrupted block of time for reading instruction of at least 90 minutes per day. • The curriculum also includes assessment strategies for diagnosing student needs and measuring progress. • The curriculum should also support professional development by ensuring that teachers have the skills and support necessary to effectively implement the program.
(Carnine, Siebert, Kameenui, & Carver, 2004) What do we look for in a coherent design ? • Explicit instructional strategies – – Materials and relationships (e.g., letters and sounds or spelling and decoding) are directly taught to ensure pupils master the standards and goals. – For example, if the standard indicates students should read 40 words by the end of the year, the core should provide instruction and practice on these and similar words. • Coordinated instructional sequences – – A program has a coordinated instructional sequence when skills are taught and practiced in a logical, coherent way move from easiest to most difficult. – For example, pupils are taught to read words correctly before they are expected taught to read them fluently and automatically.
(Carnine, Siebert, Kameenui, & Carver, 2004) • Ample practice opportunities – Pupils have structured opportunities to apply what they have been taught in order to accomplish specific reading tasks such as accurately pronouncing words in text, or constructing the meaning of a text. – Practice should follow in a logical relationship with what has just been taught in the program. • Aligned student materials – – Materials should work coherently with classroom instruction to reinforce the acquisition of specific skills in reading. – If children are taught specific letter-sound relationships, they should have the opportunity to practice applying that knowledge to decoding words in text. – Instruction should support the kind of reading practice children are assigned. – If children are taught specific vocabulary words, they should have the opportunity to read materials containing those words, or be asked to write compositions that apply those words in sentences or paragraphs.
Guiding questions for reviewing core curriculum • Are all of the components of reading instruction present to meet the standards? • Does the core support explicit teaching? • Does the core follow systematic instruction (from easiest to difficult)? • Are the instructional materials (texts, activities, workbooks) aligned to provide adequate practice of the taught skills and to provide cumulative review?
http://oregonreadingfirst.uoregon.edu/downloads/instruction/c urriculum_review/core_review/oc2002_core_review.pdf
(Carnine, Siebert, Kameenui, & Carver, 2004) Tools for designing or adapting additional effective Early Grade Reading Materials suitable for the learning to read stage of instruction • Specify your objectives toward the standard (specific & observable) – By the end of week 6, the student will sound out familiar short words with 95% accuracy within 3 seconds. • Devise explicit strategies (based on mother tongue and language of instruction, if different) – teach most common words (common to background knowledge that are also highly frequent in early grade reading texts) • Develop a scripted direct instruction teaching procedure – format: model, guided, independent practice – My turn, let’s do it together, your turn or – I do it, we do it, you do it
• Select examples carefully – Are sounds or words common in mother tongue and written orthography? – Capitalize on cognates if possible (e.g., leon in spanish and lion in english; camisa in english and صيمق in arabic) – Consider dual language texts with lots of pictures to help with transfer – Consider some wordless picture books • Sequence skills thoughtfully – easy before difficult, in English, we teach the most common sound spellings that follow the rules first (cat before circus) • Provide practice & review – pacing, individual responses, group, whole group/unison
Phoneme Blending & Onset-Rime Segmenting Blending & Segmenting Syllable Blending & Segmenting Sentence Segmenting Rhyming & Stick to same Initial Sound sequence from easy Identification to difficult from the curriculum
FCRR K-5 Center activities www.fcrr.org In Arabic, FCRR curricular materials have been developed by Dr. Nadia Jameel Taibah King Abdulaziz University (KAU) nadiataibah@gmail.com
Levels of Alphabetic Skills Decode more difficult phonics Read simple patterns sentences and Decode stories multi-syllable Blend simple Read chunks words CVC words of words like mat Read with Recognize Recognize expression Read simple more high letter names high frequency and sounds frequency “Read” symbols words by words sight like 7-up
Peer-Assisted Learning Strategies (PALS) Al Otaiba et al., Adaptation as Tutor-Assisted Learning Strategies (TAILS) 2006; Fuchs et Letter-sound instruction al., 2001 “What sound?”
First grade decoding instruction “Sound it out” and “Say it fast”
What kind of reading materials help children crack the code? • Good examples • Not so good examples
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