Managing the Working Parts of Learning to Read

Managing the Working Parts of Learning to Read

Ensure 3rd Grade Reading Competency

by The Mission Literacy Committee

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.

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 Print / 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 Lists
Fry Instant Phrases
Dolch 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 words

Grade 2.0 - 2.9: 300 words

Grade 1.0 - 1.9: 200 words

Kindergarten: 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.html
Early 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
Expressive / MLPP
·  Phonological
·  Semantics
·  Syntactics
·  Pragmatics / Lance Gentile Overview
The Oral Language Acquisition Inventory
·  Language
·  Literacy
·  Learning Behavior
Includes 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
·  Expression
Reading 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 forms

2.  Knowledge of text conventions

3.  Conscious awareness of processes involved in text construction

4.  Range and variety of text forms and conventions being employed in other writing tasks

5.  Control of vocabulary

6.  Reading flexibility

7.  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 4-8
QRI
·  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.pdf

As 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.

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.pdf

See 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
●  Style
●  Connecting (Cross-text)
●  Arguing
●  Extending (Cross-text) / CCGR Q2 - How does the text say it? (Basis for What does the text mean?)
●  CCGR written response
●  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

Reading Fluency Rubric

1 / 2 / 3 / 4
Expression 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 punctuation, stress and intonation. / Reads with a mixture of run-ons, mid sentence pauses for breath, and some choppiness. There is reasonable stress and intonation. / Reads with good phrasing; adhering to punctuation, stress and 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 - 12

Narrative Text