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ADCOS February
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RTI and Reading Convergent Assessment Certain Access
Collective Responsibility Concentrated Instruction Convergent Assessment Certain Access
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RTI and Reading Essential Outcomes Core Assessment Instruction
Collective Responsibility Concentrated Instruction Convergent Assessment Certain Access
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RTI and Reading Essential Outcomes Core Assessment Instruction
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RTI and Reading Essential Outcomes Core Assessment Instruction
Belief that we are ALL teachers of reading Knowing essential outcomes of a grade/subject curriculum: What reading skills are necessary to understand essential outcomes? What reading skills should a student have by the end of grade ___? Common process to assess readers Organization of Data Instruction aimed at students’ needs and proper amount of time given
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Where have we been? Actions of Effective Teams Essential Outcomes Core
Assessment Instruction Allington’s Big 6 Essential Components Everything has been aimed at teachers of all levels and subjects. Belief that we are ALL reading teachers Self-Assessment Tools Knowing essential outcomes of a grade/subject curriculum: What reading skills are necessary to understand essential outcomes? Common process to assess readers Organization of Data Instruction aimed at students’ needs and proper amount of time given LST Presentations Effective Teams
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Instructional Reading Levels at the END of:
Will benefit from universal supports Will benefit from targeted supports Will benefit from individualized supports Kindergarten Students in Kindergarten are typically at the emerging reading level and will benefit from a range of universal and targeted instructional supports, in a literacy-rich environment. There will be a small number of students in this age group who have been identified with special education needs and will require more individualized types of instructional supports. Grade 1 Grade 1.5 or above Grade K.5. to 1.4 Pre-K or below Grade 2 Grade 2.5 or above Grade 1.6 to Grade 2.4 Grade 1.5 or below Grade 3 Grade 3.1 or above Grade 2.6 to Grade 3 Grade 2.5 or below Grade 4 Grade 4.1 or above Grade 2.6 to Grade 4 Grade 5 Grade 5.1 or above Grade 3.1 to Grade 5.1 Grade 3 or below Grade 6 Grade 6.1 or above Grade 4.1 to Grade 6 Grade 4 or below Grade 7 Grade 7.1 or above Grade 4.1 to Grade 7 Grade 8 Grade 8.1 or above Grade 4.1 to Grade 8 Grade 9 Grade 9.1 or above Grade 5.1 to Grade 9 Grade 5 or below Grade 10 Students in Grades are typically reading at the Grade 9.1 level or above. They continue to benefit from universal and targeted instructional supports, a literacy-rich environment, and reading instruction specific to each course. Students who do struggle with reading, or are several grade levels behind in their reading level, should be receiving targeted or specialized supports, and may also be eligible for accommodations. Streaming is not the solution to a student’s reading struggles. While streaming may increase success for struggling readers at the high school level, it is only one of the many ways that teachers can support struggling readers. Each student’s needs should be carefully considered and accommodated. Grade 11 Grade 12
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Result = Within Grade Level - Universal Supports
Result = Below Grade Level Further Assessment to determine instructional reading level Result – see chart to determine type of supports (targeted or specialized) Targeted Interventions Specialized Interventions Screen ALL Students
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How do you know if a student needs intervention or better instruction?
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IL Literacy Questions to Consider
Do you know each of your students as readers? Specifically, can you talk about their reading levels, their strengths as readers, and specific areas of reading that each student needs to improve? How do you collect information about your students’ reading levels and reading skills? How often do you collect this type of information? What do you do with this information once you collect it? How does this data inform your teaching practice and instructional design? How often do you listen to your students read? How often do you read with your students? What is your goal in listening to your students read? How does reading with your students impact your practice? In other words, what information are you gathering as you listen to them read, and what are you doing with that information? Think about Allington’s 6 elements of reading: Every child reads something he or she chooses. Every child reads accurately. Every child reads something he or she understands. Every child writes about something personally meaningful. Every child talks with peers about reading and writing. Every child listens to a fluent adult read aloud. How often are these activities occurring in your classroom? What does that look like? What are specific examples of each of these activities within your classroom? What evidence do you collect about students’ involvement in these 6 activities? How are you assessing reading in your classroom? How are you reporting growth? What do examples of your assessments look like? How are you supporting struggling readers in your class? How are you differentiating for the variety of readers in your class?
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What structures and supports do you have in place for students in your building who are in need of specialized supports (lacking foundational reading skills)? What structures and supports do you have in place for students in your building who are in need of targeted supports (slightly below grade level, “need a boost”)? What ideas can you steal from your group?
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Table Talk Assign 1 person per table as recorder.
Recorder captures main ideas on the Google form (link is in ).
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What structures and supports do you have in place for students in your building who are in need of specialized supports (lacking foundational reading skills)? What structures and supports do you have in place for students in your building who are in need of targeted supports (slightly below grade level, “need a boost”)? What ideas can you steal from your group?
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Allington’s Big 6 Essential Components
Students have choice of text everyday. Students reading accurately (at least 98% on word recognition if they are reading on their own, 95% if they are reading with instructional support). Students read text they understand. Student writes about something personally meaningful or everyday. Students talk with peers about reading and writing everyday. Students listen to a fluent reader everyday.
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Allington’s Big 6 Essential Components
Students have choice of text everyday. Students reading accurately (at least 98% on word recognition if they are reading on their own, 95% if they are reading with instructional support). Students read text they understand. Student writes about something personally meaningful or everyday. Students talk with peers about reading and writing everyday. Students listen to a fluent reader everyday.
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Allington’s Big 6 Essential Components
Students have choice of text everyday. Students reading accurately (at least 98% on word recognition if they are reading on their own, 95% if they are reading with instructional support) . Students read text they understand. Student writes about something personally meaningful or everyday. Students talk with peers about reading and writing everyday. Students listen to a fluent reader everyday.
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Quotes “The current situation in many schools is that struggling readers participate in 30 to 60 minutes of appropriate reading intervention instruction and then spend the remaining five hours a day sitting in classrooms with texts they cannot read, cannot learn to read from, cannot learn science or social studies from.” p. 29 “The goal is to ensure that struggling readers have texts in their hands, all day long, that they can read, texts they can learn science and social studies from, texts they can learn to read from, texts that are at an appropriate level of complexity.” p. 32 “In studies of the nation’s most effective teachers, those teachers routinely created multi-sourced, multi-level” curriculum plans that provided struggling readers in those classrooms with books they could successfully read.” p. 32
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Knowing text levels On your table is an envelope with 6 texts in it.
These texts ranges from grade 4 level to grade 9 level. Your job is to sort these texts, labelling them grade 4, 5, 6, 7, 8 & 9.
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Criteria You will now be given a handout describing criteria on which the level of a text is determined.
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How is Text Complexity Determined?
The complexity of text is determined using the Lexile Analyzer, a software program that evaluates the reading demand—or readability—of books, articles and other materials. The Lexile Analyzer produces a ranking by measuring the complexity of the text by breaking down the entire piece and studying the following criteria: sentence length grammar word frequency Ranges of Lexile rankings are correlated with expected grade levels. Generally, longer sentences and words of lower frequency lead to higher Lexile measures; shorter sentences and words of higher frequency lead to lower Lexile measures.
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How is Text Complexity Determined?
Grade Text Demand Study 2009 1 230L to 420L 2 450L to 570L 3 600L to 730L 4 640L to780L 5 730L to 850L 6 860L to 920L 7 880L to 960L 8 900L to 1010L 9 960L to 1110L 10 920L to 1120L 11 and 12 1070L to 1220L
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How is Text Complexity Determined?
Reading programs, generally, use texts that fit within a grade’s Lexile ranking range, and then ensure that other book design elements for that level are consistent. These elements include: Text Presentations (e.g. layout, location of text, size of lettering) Illustrations (amount of illustrations vs. text) Length of Text (total length, # of words per sentence, # of lines per page, # of pages with text in a book) Content
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Criteria Does this change the order you put the texts in?
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Answers On the corner… In the sea… Dave wanted very much…
What did the first horses… The perfect place… Under showgirl make-up…
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Instructional Reading Levels at the END of:
Will benefit from universal supports Will benefit from targeted supports Will benefit from individualized supports Kindergarten Students in Kindergarten are typically at the emerging reading level and will benefit from a range of universal and targeted instructional supports, in a literacy-rich environment. There will be a small number of students in this age group who have been identified with special education needs and will require more individualized types of instructional supports. Grade 1 Grade 1.5 or above Grade K.5. to 1.4 Pre-K or below Grade 2 Grade 2.5 or above Grade 1.6 to Grade 2.4 Grade 1.5 or below Grade 3 Grade 3.1 or above Grade 2.6 to Grade 3 Grade 2.5 or below Grade 4 Grade 4.1 or above Grade 2.6 to Grade 4 Grade 5 Grade 5.1 or above Grade 3.1 to Grade 5.1 Grade 3 or below Grade 6 Grade 6.1 or above Grade 4.1 to Grade 6 Grade 4 or below Grade 7 Grade 7.1 or above Grade 4.1 to Grade 7 Grade 8 Grade 8.1 or above Grade 4.1 to Grade 8 Grade 9 Grade 9.1 or above Grade 5.1 to Grade 9 Grade 5 or below Grade 10 Students in Grades are typically reading at the Grade 9.1 level or above. They continue to benefit from universal and targeted instructional supports, a literacy-rich environment, and reading instruction specific to each course. Students who do struggle with reading, or are several grade levels behind in their reading level, should be receiving targeted or specialized supports, and may also be eligible for accommodations. Streaming is not the solution to a student’s reading struggles. While streaming may increase success for struggling readers at the high school level, it is only one of the many ways that teachers can support struggling readers. Each student’s needs should be carefully considered and accommodated. Grade 11 Grade 12
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Finding Resources Newsela Google search by reading level
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Finding Resources Newsela Google search by reading level
Lexile Analyzer
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lexile.com/analyzer
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Finding Resources Newsela Google search by reading level
Lexile Analyzer Previous grades textbooks Library/Learning Commons Order Teacher collection of materials Publisher tubs (of similar content)* Text Compactor online*
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Tried, but Not True Oral reading/Round robin reading
Worksheets/Test Prep Material Isolated skill lessons (It needs to be connected, in context – whole to part to whole) Low level interrogation (detail questions) Fluency Tests (Daily/frequent) Frequent assessment of comprehension is not teaching comprehension.
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