LST

Collective Responsibility Concentrated Instruction Convergent Assessment Certain Access RTI and Reading

CoreAssessmentInstruction Collective Responsibility Essential Outcomes Concentrated Instruction Convergent Assessment Certain Access RTI and Reading

CoreAssessmentInstruction Essential Outcomes RTI and Reading

Do we know the essential outcomes of a grade/subject curriculum? Do we know what reading skills are necessary to understand essential outcomes? CoreAssessmentInstruction Do we believe that we are ALL teachers of reading? Essential Outcomes Do we have a common process to screen & assess readers? Is our data organized so it is useful? Is our instruction aimed at the students’ needs? Do students have the needed amount of time provided to improve reading? RTI and Reading Actions of Effective Teams

Do we know the essential outcomes of a grade/subject curriculum? Do we know what reading skills are necessary to understand essential outcomes? CoreAssessmentInstruction Do we believe that we are ALL teachers of reading? Essential Outcomes Do we have a common process to screen & assess readers? Is our data organized so it is useful? Is our instruction aimed at the students’ needs? Do students have the needed amount of time provided to improve reading? RTI and Reading Everything has been aimed at teachers of all levels and subjects. Self- Assessment Tools Allington’s Big 6 Essential Components LST Presentations Actions of Effective Teams

Direction What we plan to do: – What is expected of readers in grade __? Text complexity level? What is universal range? – What does reading instruction look like at my level? subject? for ALL students? – Strategies for Before Reading, During Reading, After Reading

Continuum of Supports Concentrated Instruction + Time = Learning

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 aboveGrade K.5. to 1.4Pre-K or below Grade 2 Grade 2.5 or aboveGrade 1.6 to Grade 2.4Grade 1.5 or below Grade 3 Grade 3.1 or aboveGrade 2.6 to Grade 3Grade 2.5 or below Grade 4 Grade 4.1 or aboveGrade 2.6 to Grade 4Grade 2.5 or below Grade 5 Grade 5.1 or aboveGrade 3.1 to Grade 5.1Grade 3 or below Grade 6 Grade 6.1 or aboveGrade 4.1 to Grade 6Grade 4 or below Grade 7 Grade 7.1 or aboveGrade 4.1 to Grade 7Grade 4 or below Grade 8 Grade 8.1 or aboveGrade 4.1 to Grade 8Grade 4 or below Grade 9 Grade 9.1 or aboveGrade 5.1 to Grade 9Grade 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

Allington’s Big 6 Essential Components 1.Students have choice of text everyday. 2.Students reading accurately (at least 98% on word recognition if they are reading on their own, 95% if they are reading with instructional support). 3.Students read text they understand. 4.Student writes about something personally meaningful or everyday. 5.Students talk with peers about reading and writing everyday. 6.Students listen to a fluent reader everyday.

Allington’s Big 6 Essential Components 1.Students have choice of text everyday. 2.Students reading accurately (at least 98% on word recognition if they are reading on their own, 95% if they are reading with instructional support). 3.Students read text they understand. 4.Student writes about something personally meaningful or everyday. 5.Students talk with peers about reading and writing everyday. 6.Students listen to a fluent reader everyday.

Allington’s Big 6 Essential Components 1.Students have choice of text everyday. 2.Students reading accurately (at least 98% on word recognition if they are reading on their own, 95% if they are reading with instructional support). 3.Students read text they understand. 4.Student writes about something personally meaningful or everyday. 5.Students talk with peers about reading and writing everyday. 6.Students listen to a fluent reader everyday. #1 Strategy: Give students TIME to read at their OWN LEVEL.

Time To maintain grade level reading: – Every day: 60 minutes of reading, 40 minutes of writing. To close the gap (for struggling readers): – Additional reading time is needed (up to 90 minutes by middle school)

Time Students spend significant amount of time dedicated to a variety of reading and writing experiences in various formats interwoven through every subject. Teacher explicitly models reading skills and provides students time to use the skill when reading. No more than 1/3 of this time should be spent on reading instruction. Remaining time should be spent authentically reading.

Discussion 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”)? – specialized supports (lacking foundational reading skills)?

Importance of At-level Texts “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

Importance of At-level Texts “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

Importance of At-level Texts “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

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.

Criteria You will now be given a handout describing criteria on which the level of a text is determined.

How is Text Complexity Determined? The complexity of text is determined using a Lexile analyzer, a software program that evaluates the reading demand—or readability—of books, articles and other materials. A 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 – length of text 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.

How is Text Complexity Determined? GradeText Demand Study L to 420L 2450L to 570L 3600L to 730L 4640L to780L 5730L to 850L 6860L to 920L 7880L to 960L 8900L to 1010L 9960L to 1110L 10920L to 1120L 11 and L to 1220L

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

Criteria Does this change the order you put the texts in?

Answers 4.On the corner… 5.In the sea… 6.Dave wanted very much… 7.What did the first horses… 8.The perfect place… 9.Under showgirl make-up…

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 aboveGrade K.5. to 1.4Pre-K or below Grade 2 Grade 2.5 or aboveGrade 1.6 to Grade 2.4Grade 1.5 or below Grade 3 Grade 3.1 or aboveGrade 2.6 to Grade 3Grade 2.5 or below Grade 4 Grade 4.1 or aboveGrade 2.6 to Grade 4Grade 2.5 or below Grade 5 Grade 5.1 or aboveGrade 3.1 to Grade 5.1Grade 3 or below Grade 6 Grade 6.1 or aboveGrade 4.1 to Grade 6Grade 4 or below Grade 7 Grade 7.1 or aboveGrade 4.1 to Grade 7Grade 4 or below Grade 8 Grade 8.1 or aboveGrade 4.1 to Grade 8Grade 4 or below Grade 9 Grade 9.1 or aboveGrade 5.1 to Grade 9Grade 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

Finding Resources Newsela

Finding Resources Newsela Google search by reading level

Finding Resources Newsela Google search by reading level Lexile Analyzer

lexile.com/analyzer

Finding Resources Newsela Google search by reading level Lexile Analyzer Level it App Text Compactor*/Rewordify.com Previous grades textbooks Library/Learning Commons Order Teacher collection of materials

Discussion Considering the #1 strategy of “Give students TIME to read at their OWN LEVEL,” What can this look like at your grade level and subject?

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.