1. Reading Content area leaders: Deb Wiswell Linda Stimson Wendy Mattson

2. Goals: 1.Provide general theoretical background information 2.Highlight key points in the area of reading 3.Explain how to maximize student performance

3. Theoretical Information:  Based on the constructivist theory of learning  Learning takes place when students are active and engaged problem solvers

4.  Motivation and interest are key to learning  Students learn best when new information is linked to something already known  Important to build on student strengths

5.  Reading is part of a larger language system which consists of reading, writing, listening and speaking

6.  The essence of reading is to derive meaning from text

7. Reading is:  A complex process  NOT a set of discreet or isolated skills  A process that builds on prior knowledge and experience to make meaning from text

8. Key points:  For purposes of this assessment, texts are divided into Literary and Informational Texts  Different strategies are needed for reading each type of text

9. 4 Learning Progressions 1. Letter/Word Identification & Vocabulary 2. Structure of Text & Story 3. Literal/Initial Understanding 4. Analysis & Interpretation

10. Letter/Word ID & Vocab Phonological Awareness/Phonics Vocabulary

11. Structure of Text & Story Identify Concepts of Print Text Organization Conventions (Sentence Structure, Complexity, Grammar)

12. Initial/Literal Understanding Identifying and Describing Obtaining Info. for a Purpose Organizing Info. (Summarize, Sequence, Retell, Paraphrase, etc.) Generating Questions

13. Analysis & Interpretation Connecting & Making Predictions Knowledge of Literary Elements Gathering & Evaluating Information

14. 4 Learning Progressions are: Interdependent Overlapping Integrated All necessary to demonstrate the active problem solving of a successful reader

15. Learning Progressions were developed using... 1.NH Curriculum Frameworks 2.NH Literacy Action Plan for the 21st Century 3.National Reading Panel Report, 2000

16. Learning Progressions represent: Phonological Awareness Phonics Comprehension Vocabulary Fluent Reading

17. Beyond the “big five”… Application of background knowledge Reading for aesthetic and efferent purposes Application of strategies for literary and information text types “Massive opportunities” for reading Engagement and motivation

18. Reading is a complex process Reading is NOT a linear process. Reading is the result of multiple systems working together in an integrated and flexible manner. Therefore, skills should not be taught in isolation, but within the context of meaning and connections for students.

19. How to maximize student performance Based on field trial observations, Appropriate text level is CRITICAL! Student accuracy level should be 90% or above.

20. Students should demonstrate interaction with the text before, during and after reading. Metacognitive Strategies are what the student thinks about before, during and after reading.

21. For more information, See chart: Metacognition Strategies for Understanding Text

22. A written word-by-word transcript of dialogue between teacher and student is essential Required:

23. Maximizing student performance Students should demonstrate integration of a reading process during authentic reading (active problem solving and meaning making) across a variety of text

24. Students should demonstrate a wide variety of skills and strategies on each text read which demonstrates a breadth and depth of reading rather than skills in isolation.

25. Maximize student performance You know what your students know and can do CAREFULLY plan your assessment so that your student can demonstrate their knowledge and skills

26. Preview Learning Progressions and ask appropriate questions before, during and after the reading so that your student can show maximum abilities. (See chart: Metacognition Strategies for Understanding Text)

27. Listening Comprehension  For this assessment, reading and listening comprehension will be defined as separate activities.  Please be cognizant of which GLE’s can be credited through listening to text rather than reading text

28. For more information, See chart: Listening Comprehension in the Reading Learning Progressions