2.11 raguide to curriculum planning in reading

7/29/2019 2.11 RAGuide to Curriculum Planning in Reading

http://slidepdf.com/reader/full/211-raguide-to-curriculum-planning-in-reading 1/58

Reading Curriculum Guide

Deerfield Community School

Spring 2010



Table of Contents

For one who reads, there is no limit to the number of lives that may be lived, for

fiction, biography, and history offer an inexhaustible number of lives in many parts

of the world, in all periods of time.· Louis L’Amour

I. Guiding Principles………………………………………………………………………………page 3

II. Essential Environment……………………………………………………………………..page 4

III. Essential Actions……………………………………………………………………………..page 5

IV. Essential Understandings: Overview and

New Hampshire Grade Level Expectations for Reading………….page 6

V. Research and Presentation……………………………………………………………page 25

VI. Instructional Practices and Resource………………………………………..page 34

VII. Assessment……………………………………………………………………………………..page 38

VIII. Appendices



Introduction

Guiding Principles

Without books, history is silent, literature dumb, science crippled, thought and speculation

at a standstill.

• Barbara Tuchman (1912-89)

The reading curriculum was developed by the faculty of the Deerfield Community School

(DCS) and is based on the New Hampshire Grade Level Expectations (GLEs) for Reading.

In order to provide greater understanding of the state standards, the DCS teachers

analyzed and explicated the Grade Level Expectations for each grade level. The concepts,

skills, and “big ideas,” or essential understandings, to be taught at each grade level, are

carefully outlined and are part of section IV. Essential Understandings, in this curriculum.

The ability to read is essential for students to succeed as learners, both in school and

throughout their lives. Our goal is for all students at Deerfield Community School to

become proficient readers and life long learners. To develop as readers they must

integrate the five dimensions of reading: phonemic awareness, phonics, fluency,

vocabulary and text comprehension. To integrate these skills, students read quality

literature and non-fiction texts that reinforce other content areas in the schoolcurriculum.

Our curriculum has a foundation of common beliefs that underlie our instruction. Everybook read aloud, every reading lesson, every book discussion, and every homeworkassignment should have these beliefs at its core.

Good readers develop through exposure to daily literacy instruction, which is

explicit, systematic, and in context.

Good readers must be able to think critically about a variety of complex texts

including literary, informational, and practical.

Good readers employ multiple strategies and processes to understand the writtenword.

Good readers make choices for reading that are wide and varied.

Good readers are positive about their ability to learn to read.



Essential Environment

An Essential Environment supports learners as they develop into proficient readers. It

consists of much more than bookshelves bulging with books. Teachers and students share

the responsibility of creating a classroom community where all will feel safe to take

academic risks. In this community, books are cherished and respected. Children areencouraged to explore and expand their knowledge of literacy. Children are immersed in aliterate culture, which includes the study of genres, text structure, and comprehension

and decoding strategies.

Immersion

Learners need to be immersed in text of all kinds. Children are read to on a daily basis.

Children are reading individually, in small groups and in whole class settings. Literatureconnections are made between content areas. There are exceptional picture books and

novels to support almost any topic. Children read at school and at home. They practice

reading out loud regularly. Reading orally develops reading fluency and is a necessary lifeskill. Time is given to browse in libraries. Author and illustrator studies are essential parts

of literature study. Children read to serve a wide variety of purposes. Our goal as

teachers and parents is to create a literate environment where all children are engaged

with text.

Responsibility

Having choice helps to create and sustain interest in reading but it is also a responsibility.

Teachers have the responsibility of matching books to the instructional and interest level

of each child. Children need to be taught how to select appropriate reading material and

then given the responsibility to choose their own text for independent reading.

Teachers also have the responsibility to provide direct instruction to teach specific

reading skills and strategies, appropriate to the needs of the child as well as the grade

level expectations.

Expectations

We have high expectations of our students and empower them to probe ideas further, and

challenge their understandings. Assessment is the first step and should drive each

teacher’s reading instruction. Each teacher has the responsibility to know the reading

needs of their students. Instructional decisions are based on students’ needs. Students should leave Deerfield Community School as proficient readers, prepared to find

answers to their questions in varied texts, including on-line resources. It is expected thatour students will become lifelong readers.

Modeling

Teachers need to model the many uses of reading. We must model decoding andcomprehension skills and strategies and require students to practice and use these skills

independently. Teachers constantly model what good readers do and point out text

features and word patterns as they read. Students need to be shown how to decode and

respond and think about their reading.

Validation



Essential Actions

The following actions are critical to our students reading development and will support

lifelong reading. They apply equally to all grade levels and subject areas.

Students will:-Receive Direct, Explicit Reading Instruction:

Instruction should include a mix of direct skills instruction and whole text reading, writing,

and talking. Direct skills instruction includes phonemic awareness, phonics, fluency,

vocabulary, and comprehension, as appropriate to their level. Students should spend a lot

of time learning the skills of reading and writing within the context of engaging and

meaningful activities.

Timely assessment drives effective instruction. Key to providing responsive instruction is

assessing students’ reading skills. All students, including struggling readers, need access

to rigorous instruction. We use a three-tiered model of instruction and intervention toprovide students with different learning needs the time and attention to get them where

they need to be:Tier One: Core Instruction

All students receive daily, direct, focused instruction on the grade level curriculum.

Tier Two: Supplemental Targeted Instruction (small groups)

Some students receive targeted instruction and/or support from expert teachers.

This targeted instruction is in addition to the core instruction.

Tier Three: Intensive Instruction (very small groups or one on one)

Some students receive very intensive instruction that addresses specifically

determined needs.(See Response to Intervention, RtI, in the Assessment section.)

-Plan Their Purpose

Students explore a range of reading materials to locate appropriate texts to suit their

individual needs. They develop an awareness of sources of reading materials, such as

libraries, bookstores, Internet, etc. and are encouraged to seek out a range of materials.

With guidance, they develop the ability to select and/or reject texts based upon their

needs or purposes for reading.

-Read Widely and Read Often

Students experience all genres, across subject areas to understand the range of material

available to them. Focused literature study helps readers to recognize elements of written

materials, and supports their comprehension. Students read independently, read with

partners, and participate in large and small group instruction. Through these experiences,

readers form connections with the text, to other texts, and to the world.

-Respond to Reading

Students respond to reading in a variety of ways: oral response/discussion, dramatic

renditions, artistic, musical, technological, multi-media, etc. This is purposeful activity,



Essential UnderstandingsReading words without understanding is a string of meaningless noise.

-Don Holdaway

The Reading GLEs for each grade level comprise “The Essential Understandings” section

of this curriculum guide. This section details the elements of reading we want children to

learn, practice and master, based on the findings from scientifically based research inreading instruction. Also, included is a summary of the reading GLEs for each grade level.

Each grade level developed a timeline that outlines when each GLE will be taught. These

timelines are working documents that may change from year to year. The GLEs remainconsistent, but when they are taught and the materials used to teach them may change

over time.

Research states that literacy instruction should include the following five areas: phonemic

awareness (K-2), phonics (K-6), fluency (K-8), vocabulary and comprehension (K-8).

These understandings are integrated - woven tightly together. The goal for our students isto master all five dimensions.

Although reading research focuses on the five dimensions of reading, the GLEs include an

important prerequisite skill for early literacy, an understanding of concepts of print.

Emergent readers need to understand the following:

- Print conveys meaning

- 1:1 matching speech to print

- The difference between letter, word, sentence, story

- Print moves from left to right, top to bottom with return sweep

Five Dimensions of Reading

Phonemic Awareness – The ability to think about, notice, and work with individual

sounds in spoken words.

Successful readers can:-Identify and make rhymes

-Identify and work with syllables

-Hear similarities in sounds and words

-Blending sounds to make a word

-Segmenting words into separate sounds-Isolating sounds in a word

Phonics – The relationship between letters of written language and the individual

sounds of spoken language – Alphabetic Principle

Successful readers can:

-Recognize letters and features of letters

-Recognize sounds associated with the letters

-Understand there is a consistent relationship between letters and corresponding

sounds.

-Recognize spelling patterns/word families-Understand directionality - left to right (sound sequence in words)

U d st d t t hi s h t i t



Vocabulary – Words we must know to communicate effectively and comprehend text

Successful readers can:-Use information from word parts to determine the meanings of words in text

-Use context clues to determine word meanings-Use dictionaries and other reference aids to learn word meanings and deepen

knowledge of word meanings

-Recognize multiple meanings of wordshomographs/homophones

-Recognize figurative language: idioms, similes, metaphors

Text Comprehension – The reason for reading! An active and purposeful process by

which the reader gains meaning from the text

Successful readers can:

-Use prior knowledge that helps govern storage and retrieval of images, meaning,

information

-Use personal experiences that relate to the text

-Use world knowledge that relates to the text-Use knowledge of other related text

-Identify author’s purpose and audience

-Identify, generate, and connect main or central ideas

-Determine importance, summarize

-Predict, re-tell, and sequence events

-Recognize story structure – literary elements

-Recognize structures in informational text

-Recognize theme

-Monitor for meaning: detect miscues, reread to clarify

-Create and use mental images-Use questioning to further understanding of text-Infer meaning

We integrate phonics and comprehension by teaching students to use these additional

strategies:-Use pictures to predict the meaning and words of text

-Use visual word recognition strategies

-Use known words to predict a word

-Use beginning letter

-Use chunking

Text Complexity – In the classroom students apply and practice a variety of reading

strategies, for different purposes and with different text types.

It is paramount that:

-Each grade level uses grade appropriate texts. We have a multiple copy collections

for primary grades as well as grades 3-8.

-Text complexity increases with each grade level.

Genres covered at each grade level are consistent with the NH Reading GLEs (See

Appendix F: A Discussion of “Increasing Text Complexity”)



Summary of Reading GLEs for Kindergarten

Phonemic Awareness and Phonological Knowledge

• Blend and segment syllables and onset-rimes• Isolate phonemes in single syllable words• Recognize pairs of rhyming words

Concepts of Print

• Distinguish between printed letters and words• Follow text with finger pointing demonstrating left to right and top to bottom

directionality• Identify first and last parts of a word

• Identify key parts of a book: front, back, print, illustrations

Word Identification Skills and Strategies

• Demonstrate a basic understanding of how the letters of phonetically regular words

represent their sounds• Read high frequency words

• Recognize and name all upper and lower case letters• Identify the primary sounds represented by most letters

Vocabulary Strategies

• Use prior knowledge, context clues and questioning to unlock meaning• Identify synonyms and antonyms• Demonstrate knowledge of basic concepts of position, space and time• Organize words by categories

Initial Understanding Literary Text

• Identify characters in a story• Respond to simple questions about a book’s content• Generating questions during reading

Analysis and Interpretation of Literary Text

• Make predictions about what might happen next• Identify characteristics of the main characters• Compare stories to other texts, to personal experience, to prior knowledge

Initial Understanding of Informational Text

• Obtain information using text features• Use explicitly stated information to answer questions

• Generate questions during read alouds

Analysis and Interpretation of Informational Text

• Tell what was learned • Make basic inferences

Strategies for Monitoring and Adjusting Reading Comprehension

• Notice when simple sentences fail to make sense• Use pictures, syntax or repetitive language patterns to help predict upcoming words



Summary of Reading GLEs for First Grade

Phonemic Awareness and Phonological Awareness

• Blend and segment syllables and onset-rimes• Blend and segment phonemes in one syllable words• Isolate phonemes in single syllable words• Delete phonemes in one syllable words• Produce pairs of rhyming words• Count syllables in 1-4 syllable words

Concepts of Print

• Identify title, author and illustrator

• Identify punctuation marks and their usage

• Demonstrate 1-1 matching of words spoken to words in print

Reading Fluency and Accuracy

• Read material appropriate for end of first grade with at least 90-94% accuracy

• Read previously read grade appropriate texts with oral reading fluency rates of 50-

80 words correct per minute

• Read grade appropriate text in a way that make meaning clear, and demonstrates

phrasing, expression and attention to punctuation


• Sound out regularly spelled one syllable or two syllable words using letter sound

correspondence knowledge

• Read regularly spelled one or two syllable words using knowledge of sound and

letter patterns including common endings• Read grade level appropriate words in connected text• Read grade appropriate high frequency words


• Use strategies to unlock meaning• Identify synonyms and antonyms to connect new words to known words

• Select appropriate words to use in context

• Describe words in terms of categories, function or features

Initial Understanding of Literacy Text

• Identify characters or setting in a story• Respond to simple questions about a book’s content

• Retell the beginning, middle and end of a story• Generate questions before, during and after reading

• Distinguish between literary and informational text• Identify literary devices as appropriate to genre: rhyme, repeated language


• Make predictions about what might happen next, and tell why the prediction was

made• Identify physical characteristics, personality traits, or possible motives of main




• Tell what was learned

• Identify the topic of the text or explain the title

• Make basic inferences or draw basic conclusions and explain your reasons

• Identify facts presented in the text

Strategies for Monitoring and Adjusting Reading Comprehension

• Monitor own reading for meaning and self correct when attempt to identify or

predict the word does not fit with cues provided by the print or the context• Use reading comprehension strategies while reading or listening to literary or

informational text

Read Extensively and In Depth

• Read with frequency, including in-school, out of school and summer reading• Read from a wide range of genres and a variety of authors

• Self select reading material aligned with reading ability and personal interest • Participate in discussion about text, ideas, and student writing by offering

comments and supporting evidence, recommending books and other materials, and

responding to comments and recommendations of peers, teachers, librarians and

others



Summary of Reading GLEs for Second Grade

Phonemic Awareness and Phonological Knowledge

• Blending and segmenting phonemes in more complex one-syllabe words which mayinclude combinations of blends and diagraphs

•

Blending and segmenting phonemes in one syllable words• Isolating phonemes in single syllable words

• Deleting phonemes in one-syllable words• Producing pairs of rhyming words

• Counting syllables in 1 to 4-syllable words

Concepts of Print

• Identify title, author, illustrator

• Identify punctuation marks and their usage• Demonstrate 1-1 matching of words spoken to words in print


• Accuracy: Read material appropriate for the end of grade 2 with at least 90-94%

accuracy

• Fluency: Read grade appropriate text with oral reading fluency rates of at least 80-

100 words per minute• Fluency: Read grade appropriate text in a way that makes meaning clear,

demonstrates phrasing, expression, and attention to punctuation


•

Identify regularly spelled multi-syllabic words by using knowledge of sounds,syllable types or word patterns, including most common spellings for consonants,vowels and common suffixes -NECAP

• Read regularly spelled one or two syllable words using knowledge of sounds andletter patterns

• Read grade level appropriate words in connected text with automaticity• Read grade appropriate high frequency words including irregularly spelled words


• Use strategies to unlock meaning (knowledge of word structure and comprehension

strategies)

Breadth of Vocabulary

• Identify synonyms, antonyms and categorize words -NECAP • Select appropriate words to use in context, including words specific to the content

of the text -NECAP

Initial Understanding of Literary Text

• Identify or describe characters, setting, problem solution or major events as

appropriate to text –NECAP •

Sequence key events in order as appropriate to text• Retell the key elements of a story• Generate questions before during and after reading to enhance recall expand




• Make logical predictions –NECAP

• Identify relevant physical characteristics or personality traits of main character –

NECAP

• Make basic inferences about the problem or solution –NECAP

• Identify author’s basic message

• Identify possible motives of main character• Recognize explicitly stated causes or effects• Compare stories or other texts to related personal experieince, prior knowledge or

other texts


• Obtain information from text features such as such as table of contents, glossary

charts, graphs, diagrams, or illustrations –NECAP

• Using explicitly stated information to answer questions -NECAP • Locate and record information to show understanding when given an organizational

format• Generate questions before, during and after reading to enhance recall, expand

understanding or gain new information• Distinguish among a variety of types of texts


• Connect information within a text -NECAP • Recognize generalizations about texts, such as appropriate titles or main/central

idea -NECAP

• Make basic inferences or draw basic conclusions -NECAP

• Identify facts presented in text• Make inferences about causes or effects when signal words are present –NECAP

Strategies for Monitoring and Adjusting Reading Comprehension Strategies

• Use a range of self monitoring and self correction approaches

• Use comprehension strategies while reading or listening to literary andinformational text

Reading Extensively and In Depth

• Read with frequency, including in-school, out of school, and summer reading

• Read from a wide range of genres/kinds of texts and a variety of authors• Self select reading materials aligned with reading ability and personal interest• Participate in discussions about text, ideas, and student writing by offering

comments and supporting evidence, recommending books and other materials and

responding to the comments and recommendations of peers, teachers, librarians

and others.



Summary of Reading GLEs for Third Grade


• Accuracy: Read material appropriate for grade 3 with at least 90-94% accuracy

• Fluency: Reading with oral reading fluency rates of at least 90-120 words correct

per minute• Fluency: Read familiar text with phrasing and expression and with attention to

text features such as punctuation, italics and dialogue


• Identifies multi-syllabic words by using knowledge of sounds, syllable types, or

word patterns including prefixes, suffixes or variant spellings for consonants or

vowels –NECAP • Read regularly spelled multi-syllabic words by using knowledge of sounds, syllable

types or word patterns

• Read grade-level appropriate words (in connected text) with automaticity• Read grade appropriate, high frequency words including irregularly spelled words


• Use strategies to unlock meaning (prior knowledge, word structure, context clues or

other resources) -NECAP


• Identify synonyms, antonyms or homonyms/homophones; or categorize words –

NECAP

• Select appropriate words to use in context, including content specific vocabulary orwords with multiple meanings –NECAP


• Identify or describe characters, setting, problem/solution, major events or plot as

appropriate to text –NECAP • Paraphrase or summarize key ideas/plot, with events sequenced as appropriate to

text –NECAP • Generate questions before, during, and after reading to enhance recall, expand

understanding and/or gain new information

• Identify the characteristics of a variety of types of texts• Identify literary devices as appropriate to genre: rhyme, alliteration, dialogue, or

description

Analysis and Interpretation of Literary Texts/Citing Evidence

• Make logical predictions -NECAP • Describe main characters’ physical characteristics or personality traits; or provide

examples of thoughts, words, or actions that reveal characters’ personality traits -

NECAP • Make basic inferences about problem, conflict, or solution (cause and effect) -

NECAP • Identify who is telling the story

Id ntif th uth ’s b si m ss NECAP




• Obtain information from text features –NECAP

• Use information from the text to answer questions related to explicitly stated

main/central ideas or details –NECAP

• Organize information to show understanding –NECAP

• Generate questions before, during and after reading to enhance recall, expandunderstanding and or gain new information

• Identify the characteristics of a variety of types of texts including reference and

practical/functional texts

Analysis and Interpretation of Informational Text/Citing Evidence

• Connect information within a text -NECAP • Recognize generalizations about text -NECAP • Make basic inferences, draw basic conclusions, or form judgments/opinions about

central ideas that are relevant -NECAP

• Distinguish fact from opinion -NECAP • Make inferences about causes or effects –NECAP


• Use a range of self monitoring and self correction approaches• Use strategies before, during and after reading literary and informational text

Reads Extensively and In Depth

• Read with frequency, including in-school, out of school and summer reading

• Read from a wide range of genres/kinds of text and a variety of authors

• Reading multiple texts for depth of understanding an author or genre • Self select reading materials aligned with reading ability and personal interest

• Participate in discussion about text, ideas, and student writing, by offering

comments and supporting evidence, recommending books and other materials, andresponding to the comments and recommendations of peers, librarians, teachers

and others

Reading for Research Across Content Area

• Use sources provided• Evaluate information presented in terms of relevance

• Gather information and use a given structure to organize it• Use evidence to support conclusions



Summary of GLEs for Fourth Grade


• Accuracy: Read material appropriate for grade 4 with at least 90-94% accuracy• Fluency: Reading with oral reading fluency rates of at least 115-140 words correct

per minute• Fluency: Read familiar text with phrasing and expression and with attention to

text features such as punctuation, italics and dialogue


• Identifies multi-syllabic words by using knowledge of sounds, six syllable

types/syllabic division, or word patterns including prefixes, suffixes or variant

spellings for consonants or vowels• Read regularly spelled multi-syllabic words by using knowledge of sounds, syllable

types or word patterns• Read grade-level appropriate words (in connected text) with automaticity• Read grade appropriate, high frequency words including irregularly spelled words


• Use strategies to unlock meaning (prior knowledge, word structure, context clues orother resources) -NECAP


• Identify synonyms, antonyms, homonyms/homophones or shades of meaning -NECAP

• Selecting appropriate words to use in context, including content specific

vocabulary, words with multiple meanings or precise vocabulary –NECAP


• Identify or describe characters, setting, problem/solution, major events or plot, as

appropriate to text; or identify any significant changes in character over time –

NECAP • Paraphrase or summarize key ideas/plot, with major events sequenced, as

appropriate to text –NECAP • Generate questions before, during, and after reading to enhance recall, expand

understanding and/or gain new information•

Identify the characteristics for a variety of types of literary texts• Identify literary devices as appropriate to genre: rhyme, alliteration, simile,

description, or dialogue


• Make logical predictions -NECAP

• Describe main characters’ physical characteristics or personality traits; or provideexamples of thoughts, words, or actions that reveal characters’ personality traits -

NECAP • Make inferences about problem, conflict, or solution -NECAP

•

Identify who is telling the story -NECAP • Identify the author’s message or theme –NECAP

• Identify causes or effects, including possible motives of characters




• Obtain information from text features such as index, transition words, and

subheadings among others –NECAP

• Obtain information from text features such as maps, diagrams, tables, caption, and

timelines

• Use information from the text to answer questions related to explicitly stated

main/central ideas or details –NECAP • Organize information to show understanding –NECAP • Generate questions before, during and after reading to enhance recall, expand

understanding and or gain new information• Identify the characteristics of a variety of types of texts including reference and

practical/functional texts

Analysis and Interpretation of Informational Text/Citing Evidence

• Connect information within a text -NECAP • Synthesize information within or across texts-NECAP

• Draw inferences about texts, including author’s purpose, draw basic conclusions, orform judgments/opinions about central ideas that are relevant -NECAP

• Distinguish fact from opinion -NECAP • Make inferences about causes or effects –NECAP


• Use a range of self monitoring and self correction approaches• Use strategies before, during and after reading literary and informational text

Reads Extensively and In Depth

• Read with frequency, including in-school, out of school and summer reading • Read from a wide range of genres/kinds of text and a variety of authors

• Read multiple texts for depth of understanding an author or genre

• Self selects reading materials aligned with reading ability and personal interest

• Participate in discussion about text, ideas, and student writing, by offering

comments and supporting evidence, recommending books and other materials, andresponding to the comments and recommendations of peers, librarians, teachers

and others

Reading for Research Across Content Area

• Use sources provided• Evaluate information presented in terms of relevance• Gather information and use a given structure to organize it• Use evidence to support conclusions



Summary of Reading GLEs for Fifth Grade



accuracy (See Appendix F for sample titles)

• Fluency: Read grade appropriate text with oral reading fluency rates of at least125-150 words per minute

• Fluency: Read grade appropriate text in a way that makes meaning clear,

demonstrates phrasing, expression, and attention to punctuation, italics, and

dialogue


• Identify multi-syllabic words• Identify six syllable types

• Use syllable division, word patterns, prefixes and suffixes to read multi-syllabic

words• Read grade level appropriate words in connected text with automaticity


• Use prefixes/suffixes and base words to unlock meaning - NECAP

• Use context clues to unlock meaning - NECAP

• Use dictionaries, glossaries, and prior knowledge to unlock meaning -NECAP


• Identify synonyms, antonyms, homonyms/homophones, and shades of meaning, i.e.

tired vs. exhausted - NECAP

• Explain the intended meanings of words found in text (multiple meanings, precise

vocabulary) - NECAP

Initial Understanding of Literary Texts

• Identify or describe character(s), setting, problem/solution, major events or plot -

NECAP

• Identify changes in character(s) over time -NECAP

• Paraphrase or summarize key ideas or plot with major events in sequence -NECAP

• Generate questions before, during and after reading to enhance recall and expand

understanding • Identify the characteristics of poetry, plays, fairytales, fantasy, fables, realistic

fiction, folktales, historical fiction and mystery • Identify rhyme, alliteration, simile, dialogue, imagery, and simple metaphors


• Make logical predictions – NECAP

• Describe characters’ physical characteristics, personality traits, or interactions,

providing examples of thoughts, words, or actions that reveal characters’

personality traits or their changes over time – NECAP

• Make inferences about problem, conflict, solution, or the relationship among plot,

character, and setting (e.g., how the setting affects a character or plot



Initial Understanding of Informational Texts

• Obtain information from table of contents, glossary, index, transition

words/phrases, bold or italicized text, headings, subheadings, graphic organizers,

charts, graphs or illustrations – NECAP

• Obtain information from maps, diagrams, tables, captions, timelines, and citations

• Use information from the text to answer questions related to the main/central

ideas or key details – NECAP• Organize information to show understanding, (e.g., represent main/central ideas or

details through charting, mapping, paraphrasing, summarizing, or

comparing/contrasting) – NECAP


understanding• Identify the characteristics of a variety of types of text (e.g. references:

dictionaries, glossaries, reports, encyclopedias, children’s magazines, content trade

books, textbooks, student newspapers, Internet websites, biographies; andpractical/functional texts: procedures, instructions, book orders, announcements,

invitations, recipes, menus)

Analysis and Interpretation of Informational Texts/Citing Evidence

• Connect information within a text or across texts – NECAP • Synthesize information within or across texts (e.g. construct appropriate titles; or

formulate assertions or controlling ideas) – NECAP

• Draw inferences about author’s purpose (e.g., to inform, explain, entertain,

persuade) or message; or form and support opinions/judgments and assertions

about central ideas- NECAP

• Distinguish fact from opinion – NECAP

• Make inferences about causes or effects – NECAP

Reading Strategies: Strategies for Monitoring and Adjusting and Reading

Comprehension Strategies

• Use a range of self-monitoring and self-correction approaches (e.g., predicting

upcoming text, monitoring, adjusting, and confirming through use of print,syntax/language structure, semantics/meaning, or contest cues)

• Use strategies before, during and after reading literary and informational text

EXAMPLES: using prior knowledge; sampling page for readability; summarizing;

predicting and making text-based inferences; determining importance; generating

literal, clarifying and inferential questions; visualizing; making connections; takingnotes; use and analyze text features’ or use text clues for cause/effect,

compare/contrast, logical/sequential, description/classification, etc. (See Appendix

D)

Breadth of Reading: Reading Extensively and in Depth

• Read with frequency, including in-school, out-of-school, and summer reading

• Read from a wide range of genres and a variety of authors (See Appendix A)

• Read multiple texts for depth of understanding an author, a subject, a theme or a

genre

• Self-select reading materials aligned with reading ability and personal interests • Participate in discussions about text, ideas, and student writing

Off t d ti id



Summary of Reading GLEs for Sixth Grade




• Fluency: Read grade appropriate text with oral reading fluency rates of at least135-160 words per minute

• Fluency: Read grade appropriate text in a way that makes meaning clear,


dialogue


• Identify multi-syllabic words by using knowledge of sounds, syllable division and

word patterns


• Use prefixes/suffixes and base words to unlock meaning - NECAP


• Use dictionaries, glossaries, and prior knowledge to unlock meaning -NECAP




• Explain the intended meanings of words found in text, including content specific

vocabulary, words with multiple meanings or precise vocabulary – NECAP


• Identify or describe character(s), setting, problem/solution, or plot -NECAP

• Identify changes in character(s) or setting over time -NECAP

• Paraphrase or summarize key ideas or plot with major events in sequence -NECAP


understanding

• Identify the characteristics of poetry, plays, fairytales, fantasy, fables, realistic

fiction, folktales, historical fiction and mystery, science fiction, myths legends • Identify rhyme, alliteration, simile, dialogue, imagery, and simple metaphors,

flashback, onomatopoeia, repetition, idioms

Analysis and Interpretation of Literary Texts

• Explain or support logical predictions – NECAP

• Describe characters’ physical characteristics, personality traits, or interactions,

citing thoughts, words, or actions that reveal characters’ personality traits or their

changes over time – NECAP

• Make inferences about cause/effect, external conflicts (e.g., person vs. person,

person vs. nature/society/fate problem) or the relationship among plot, character,

conflict and setting (e.g. how the historical era influences the characters’ actions

or thinking) –NECAP

• Explain how the narrator’s point of view affects the reader’s interpretation





words/phrases, bold or italicized text, headings, subheadings, graphic organizers,

charts, graphs or illustrations – NECAP

• Obtain information from maps, diagrams, tables, captions, timelines, citations,

transitional devices

• Use information from the text to answer questions related to the main/central

ideas or key details – NECAP• Organize information to show understanding, (e.g. represent main/central ideas or

details through charting, mapping, paraphrasing, summarizing, or

comparing/contrasting) – NECAP



dictionaries, glossaries, thesauruses reports, magazines, newspapers, textbooks,

biographies, autobiographies, Internet websites, public documents and discourse,

essays articles; and practical/functional texts: procedures, instructions, book

orders, announcements, invitations, recipes, menus advertisements, pamphlets)


• Connect information within a text, across texts or to related ideas – NECAP • Synthesize and evaluate information within or across texts (e.g., construct

appropriate titles; or formulate assertions or controlling ideas – NECAP • Draw inferences about author’s purpose (e.g., to inform, explain, entertain

persuade), message; or form and support opinions/judgments and assertions about

central ideas – NECAP • Distinguish fact from opinion and identify bias/propaganda – NECAP

• Make inferences about causes and effects- NECAP

Reading Strategies: strategies for Monitoring and Adjusting Reading Comprehension

Strategies

• Use a range of self-monitoring and self-correction approaches (e.g., predicting and

confirming, rereading, adjusting rate, sub-vocalizing, consulting resources,questioning, skimming, scanning, using syntax, semantics, or other context cues

• Use strategies before, during and after reading literary and informational text -

EXAMPLES: Use prior knowledge; sample a page for readability; summarize,

predict and make text based inferences; determine importance; generate literal,

clarifying and inferential questions; visualize’ take notes; locate, use, and analyzetext features (e.g., transition words, subheadings, bold/italicized print, parts of

the book); or use text structure (e.g., chronological, cause/effect,

compare/contrast, proposition, description, classification, logical/sequential) (See

Appendix D)


• Read with frequency, including in-school, out-of-school, and summer reading• Read from a wide range of genres, including primary and secondary sources and a

variety of authors (See Appendix A)

• Self-select reading materials aligned with reading ability and personal interests• Participate in in-depth discussions about text, ideas, and student writing

Off t d ti id



Summary of Reading GLEs for Seventh Grade




• Fluency: Read grade appropriate text with oral reading fluency rates of at least

140-175 words per minute• Fluency: Read grade appropriate text in a way that makes meaning clear,


dialogue



word patterns


• Use prefixes/suffixes and base words, common Latin and Greek roots, or wordorigins to unlock meaning - NECAP


• Use dictionaries, glossaries, and prior knowledge to unlock meaning –NECAP




• Explain the intended meanings of words found in text, including content specific

vocabulary, words with multiple meanings or precise vocabulary – NECAP


• Identify or describe character(s), setting, problem/solution, plot -NECAP

• Identify any significant changes in character or setting over time - NECAP

• Identify rising action, climax, falling action – NECAP

• Paraphrase or summarize key ideas/ plot, with major events sequenced – NECAP

• Generate questions before, during, and after reading to expand understanding or

gain new information• Identify the characteristics of poetry, plays, fairytales, fantasy, fables, realistic

fiction, folktales, historical fiction, mystery, science fiction, myths, legends, short

stories• Identify rhyme schemes, alliteration, simile, dialogue, imagery, metaphors,

flashback, onomatopoeia, repetition, personification


• Explain or support logical predictions – NECAP • Describe characters’ traits, motivation, or interactions, citing thoughts, words, or

actions that reveal characters’ traits, motivations, or their changes over time –NECAP

• Make inferences about cause/effect, internal or external conflicts (e.g., person vs.

self, person vs. Person, person vs. nature/society/fate) or the relationship amongthese elements - NECAP

Expl in h th n t ’s p int f i ff ts th d ’s int p t ti n





words/phrases, transitional devices, bold or italicized text, headings, subheadings,

graphic organizers, charts, graphs, or illustrations – NECAP

• Use information from the text to answer questions to state the main/central ideas

or to provide supporting details – NECAP

• Organize information to represent main/central ideas or details through charting,mapping, paraphrasing, summarizing, or comparing/contrasting - NECAP





essays articles, technical manuals; and practical/functional texts: procedures,

instructions, book orders, announcements, invitations, recipes, menus

advertisements, pamphlets)


• Explain connections about information within a text, across texts, or to related

ideas – NECAP

• Synthesize and evaluate information within or across texts (e.g., construct

appropriate titles; or formulate assertions or controlling ideas – NECAP

• Draw inferences about text including authors purpose (e.g., to inform, explain,

entertain, persuade), message – NECAP

• Use supporting evidence to form or evaluate opinions/judgments and assertions

about the central ideas - EXAMPLE: Given a statement (opinion, judgment, or

assertion, provide evidence from the text that this statement does/does notsupport the author’s purpose in writing this piece. – NECAP

• Distinguish fact from opinion and identify possible bias/propaganda or conflicting

information within or across texts - NECAP

• Make inferences about causes and effects – NECAP

• Evaluate the clarity and accuracy of information• Use a range of self-monitoring and self-correction approaches (e.g., predicting and

confirming, rereading, adjusting rate, sub-vocalizing, consulting resources,

questioning, skimming, scanning, using syntax, semantics or other context cues• Use strategies before, during and after reading literary and informational text -

EXAMPLES: Use prior knowledge; sample a page for readability; summarize,predict and make text based inferences; determine importance; generate literal,

clarifying and inferential questions; visualize’ take notes; locate, use, and analyze

text features (e.g., transition words, subheadings, bold/italicized print, parts of

the book); or use text structure (e.g., chronological, cause/effect,


Appendix D)


• Read with frequency, including in-school, out-of-school, and summer reading

• Read from a wide range of genres, including primary and secondary sources and avariety of authors (See Appendix A)

S lf l t di t i l li d ith di bilit d l i t t



Summary of Reading GLEs for Eighth GradeReading Fluency and Accuracy


accuracy (See Appendix F for sample titles)• Fluency: Read grade appropriate text with oral reading fluency rates of at least

150-180 words per minute• Fluency: Read grade appropriate text in a way that makes meaning clear,

demonstrates phrasing, expression, and attention to punctuation, italics, anddialogue



word patterns


• Use prefixes/suffixes and base words, common Latin and Greek roots, or word

origins to unlock meaning - NECAP


• Use dictionaries, glossaries, and prior knowledge to unlock meaning –NECAP


• Identify synonyms, antonyms, homonyms/homophones, shades of meaning, or word

origins,, including words from other languages that have been adopted into our

language – EXAMPLE: d’ja’vu

• Explain the use of words in context, including content specific vocabulary, words

with multiple meanings, or precise vocabulary


• Identify or describe character(s), setting, problem/solution, plot, and subplots

• Identify any significant changes in character or setting over time• Identify rising action, climax, falling action

• Paraphrase or summarize key ideas/ plot, with major events sequenced – NECAP

• Generate questions before, during, and after reading to expand understanding or

gain new information

• Identify the characteristics of poetry, plays, fairytales, fantasy, fables, realistic

fiction, folktales, historical fiction, mystery, science fiction, myths, legends, short

stories, epics (poems, novels, dramas)

• Identify rhyme schemes, alliteration, simile, dialogue, imagery, metaphors,

flashback, onomatopoeia, repetition, personification, hyperbole


• Explain or support logical predictions• Describe characterizations (e.g., stereotype, antagonist, protagonist), motivation,

or interactions, citing thoughts, words, or actions that reveal characters’ traits,

motivations, or their changes over time• Make inferences about cause/effect, internal or external conflicts (e.g., person vs.

self, person vs. Person, person vs. nature/society/fate) or the relationship amongthese elements

• Explain how the narrator’s point of view affects the reader’s interpretation• Explain how the authors message or theme (which may include universal themes) is





words/phrases, transitional devices, bold or italicized text, headings, subheadings,

graphic organizers, charts, graphs, or illustrations

• Use information from the text to answer questions to state the main/central ideas

or to provide supporting details

• Organize information to show relationships among facts, ideas and events (e.g.,

represent main/central ideas or details through charting, mapping, paraphrasing,summarizing, or comparing/contrasting, and outlining)





essays articles, technical manuals; and practical/functional texts: procedures,

instructions, book orders, announcements, invitations, recipes, menus

advertisements, pamphlets, schedules)


• Explain connections about information within a text, across texts, or to related

ideas• Synthesize and evaluate information within or across texts (e.g., construct

appropriate titles; or formulate assertions or controlling ideas

• Draw inferences about text including authors purpose (e.g., to inform, explain,

entertain, persuade), message; or explain how purpose may affect the

interpretation of the text

• Use supporting evidence to form or evaluate opinions/judgments and assertions

about the central ideas - EXAMPLE: Given a statement (opinion, judgment, orassertion, provide evidence from the text that this statement does/does not

support the author’s purpose in writing this piece.

• Distinguish fact from opinion and identify possible bias/propaganda or conflicting

information within or across texts

• Make inferences about causes and effects• Evaluate the clarity and accuracy of information• Use a range of self-monitoring and self-correction approaches (e.g., predicting and

confirming, rereading, adjusting rate, sub-vocalizing, consulting resources,questioning, skimming, scanning, using syntax, semantics or other context cues

• Use strategies before, during and after reading literary and informational text -EXAMPLES: Use prior knowledge; sample a page for readability; summarize,

predict and make text based inferences; determine importance; generate literal,clarifying and inferential questions; visualize’ take notes; locate, use, and analyze

text features (e.g., transition words, subheadings, bold/italicized print, parts ofthe book); or use text structure (e.g., chronological, cause/effect,


Appendix D)


• Read with frequency, including in-school, out-of-school, and summer reading• Read from a wide range of genres, including primary and secondary sources and a

i t f uth s (S App ndix A)



Research and PresentationAsking good questions and knowing how to find the answers is a basic tenet of education

and preparing students to become active members of their communities. Information is

essential to all the decisions they will make over a lifetime. At a time when information

itself is increasing at an exponential rate and methods of accessing that information seemunlimited, we need to help students frame their questions, sort through possible

resources, synthesize their reading and then represent their findings in a way that isappropriate to their purpose.

Six research strands were developed to guide students through this process: Framing

Questions, Selecting Resources, Collecting Information, Organizing, Crediting the Source

and Presenting/Communicating Information. These strands reflect reading and writing

grade level expectation required by the New Hampshire Department of Education.

Research/Presentation Grades K-3Students will…

Formulate Questions to narrow research - children will practice developing their ownresearch questions.

Children generate questions related to class investigations in science, social studies,math and literacy. Teachers help students reflect on what they know, what they

want to know, and what they learn, (KWL). By third grade, students engage in this

process in small groups, with partners or individually.

Select Appropriate Resources – Children will have a chance to explore and use a variety of

teacher selected and on-line resources to collect information for their research.

Children will explore a wide range of text as they seek answers to their questions.

Through shared reading of a variety of nonfiction texts, teachers model the use oftable of contents, index, captions, heading and bold face type.

Collect Information – Connect prior knowledge -Students will learn about and practicenote taking using a variety of strategies as a tool to help collect research information.

Students will access and record pertinent information using writing and or drawing.

Students will learn about and practice a variety of strategies to help sort and

organize information.

Children will collect information using lists, notecards, and graphic organizers. (Seeappendix for sample graphic organizers.)

Organize Information – Students will analyze, categorize, classify and summarize

information that answers their research questions.Students will decide which information is important and determine ways to order

their information.

Credit the Source – Bibliography -Children will recognize the importance and have the skill

to credit their information source.

Children will understand the importance of distinguishing between their own writing

and copying another’s. They will credit sources at an age appropriate level.



Research/Presentation - 4th grade

Students will…

Formulate Questions – Students develop their own research questions to frame and

narrow their research.

Students use KWL strategy and teacher models to formulate questions and frame

research. (See appendix for examples)

Select Appropriate Resources – Students explore and use a combination of print and on-

line resources to collect information for their research.Teacher provides resources, helps students distinguish fact from fiction and fact

from opinion.

Students use features of text and other media to determine what is important,(table of contents, menus, indices, guide words, headings and subheadings), skim for

key words, and develop basic interviewing techniques.

Collect Information - connect prior knowledge -Students learn and practice note taking

strategies.

Teachers teach how to use note cards/note facts and reinforce use of KWL to

guide research.

Students identify key words and phrases based on class and teacher generated

discussion

Organize Information - Students organize research information. Methods of organizing

information that support constructing meaning are compare/contrast, analyze/critique,classify, and synthesis.

Teachers introduce appropriate ways to order information.

Students connect prior knowledge to new information, classify and summarizeinformation, and use graphic organizers to help sort and organize research. (See

Appendix for examples.)

Credit the Source (bibliography) Students will recognize the importance and have the

skills to credit their information sources.

Students will record the title and author

Present – Communicate Information - Children will explore methods to present their

research. The use of computer software programs and on-line resources are essential for

21P

stP century research presentations. Each presentation option below has many technology

applications available.

Written: essay, report, book, poem, scripts, letters, newspaper story, songs, shortstory, diary, blog entries, e-mails, journal and interview

Artistic: illustrations, collage, painting, sculpture, song, mural, cartoon




Students will…



Teachers set a timeline for research.




line resources to collect information for their research.Teacher provides some of the resources for students, and help students distinguish

fact from fiction, fact from opinion and evaluate for currency.

Students search teacher selected Internet sites, use features of text and other

media to determine what is important (table of contents, menus, indices, guidewords, headings and subheadings), skim for key words and

develop basic interviewing techniques.

Collect Information - connect prior knowledge - Students will learn and practice note-

taking strategies.

Teachers reinforce use of grids, charts, webs and Venn diagrams.

Students set research goals with teacher guidance, use note cards/note facts to

record key words, phrases, and list facts and practice closed book note-taking to

avoid plagiarism.

Organize Information - Students organize research information. Methods of organizinginformation that support constructing meaning are compare/contrast, analyze/critique,

classify, and synthesis.

Teachers present appropriate ways to order information.

Students connect prior knowledge to new information, classify and summarize

information, and use graphic organizers to help sort and organize research. (See

Appendix for examples.)

Credit the Source (bibliography) Students will recognize the importance and have the

skills to credit their information sources.

Teachers teach bibliography format, beginning with a fill-in form and model how to

conventionally cite Internet sites.

Students record the title, author, and publisher.


research. The use of computer software programs and on-line resources are essential for21P


li ti il bl




Students will…

Formulate Questions – Students develop their own research questions to frame andnarrow their research.

Teachers establish a timeline.

Students write a proposal for a project including setting appropriate research

goals.




line resources to collect information for their research.

Teachers teach how to evaluate sources for currency, authority, and point of view

and how to detect bias.

Teachers help students distinguish fact from fiction, fact from opinion, and

recognize propaganda.

Students search for information in a wide variety of resources, including teacherand self selected Internet sites.

Students explore use of logical operators to narrow electronic searches (and, or,

not), and use features of text and other media to determine what is important(table of contents, menus, indices, guide words, headings and subheadings,

copyright to evaluate currency).

Students skim for key words and develop basic interviewing techniques.


taking strategies.


Teachers teach note taking during oral, audio, and video presentations.


record key words, phrases, and list facts and practice closed book note-taking toavoid plagiarism.

Organize Information - Students organize research information. Methods of organizing

information that support constructing meaning are compare/contrast, analyze/critique,


Teachers present appropriate ways to order information.

Students connect prior knowledge to new information, classify and summarize

information, and use graphic organizers to help sort and organize research. (See



Present – Communicate Information - Children will explore methods to present theirresearch. The use of computer software programs and on-line resources are essential for

21P



Written: essay, report, book, poem, scripts, letters, newspaper story, songs, shortstory, diary, blog entries, e-mails, journal and interview


Dramatic: play, puppet show, newscast, game show, readers' theater, pantomime,

music

Visual: graphs, maps, timelines, brochure, construction model, diorama, scrap book,

chart, artifact, collections, posters




Students will:



Teachers and/or students establish a timeline.


goals.



Select Appropriate Resources – Students explore and use a combination of print and on-line resources to collect information for their research.

Teachers teach how to evaluate sources for currency, authority, and point of view

and how to detect bias.

Teachers model the difference between primary and secondary sources.



Students search for information in a wide variety of resources, including teacher

and self selected Internet sites.

Students explore use of logical operators to narrow electronic searches (and, or,not), and use features of text and other media to determine what is important

(table of contents, menus, indices, guide words, headings and subheadings,copyright to evaluate currency).



taking strategies.


Teachers teach note taking during oral, audio, and video presentations.


record key words, phrases, and list facts and practice closed book note-taking to

avoid plagiarism.

Organize Information – Students organize research information. Methods of organizing

information that support constructing meaning are compare/contrast, analyze/critique,


Students connect prior knowledge to new information.

St d t th i f lti l



Present – Communicate Information - Children will explore methods to present theirresearch. The use of computer software programs and on-line resources are essential for

21P



Written: essay, report, book, poem, scripts, letters, newspaper story, songs, short

story, diary, blog entries, e-mails, journal and interview



music

Visual: graphs, maps, timelines, brochure, construction model, diorama, scrap book,





Students will:



Teachers and/or students establish a timeline.


goals.



Students demonstrate ability to write research questions independently.

Select Appropriate Resources – Students explore and use resources to collect

information for their research.Teachers reinforce independent searching on the internet.

Teachers reinforce how to evaluate sources for currency, authority, and point of

view and how to detect bias.

Teachers model the difference between primary and secondary sources.



Students search for information in a wide variety of resources, including teacher

and self selected Internet sites.

Students explore use of logical operators to narrow electronic searches (and, or,not), and use features of text and other media to determine what is important

(table of contents, menus, indices, guide words, headings and subheadings,copyright to evaluate currency).



taking strategies.

Students set research goals with teacher guidance.

Students use note cards/note facts and employ closed book note-taking to avoid

plagiarism.

Organize Information – Students organize research information. Methods of organizing

information that support constructing meaning are compare/contrast, analyze/critique,classify, and synthesis.

St d t t i k l d t i f ti



Credit the Source (bibliography) - Students will recognize the importance and have theskills to credit their information sources.

Students will write conventional bibliography, conventionally cite Internet sites, and

use direct quotations conventionally.


research. The use of computer software programs and on-line resources are essential for

21P

stP

century research presentations. Each presentation option below has many technologyapplications available.

Written: essay, report, book, poem, scripts, letters, newspaper story, songs, short

story, diary, blog entries, e-mails, journal and interview



music

Visual: graphs, maps, timelines, brochure, construction model, diorama, scrapbook,




Instructional Practices and Resources

The following section contains recommended teaching practices followed by suggested

professional resources for each practice. It is not meant to be exhaustive or all inclusive

but to simply document good reading instruction and to help answer the question, “I read

the curriculum guide now what do I do?” Practices and resources are organized accordingto whole group, small group, and individual instruction:

Whole Group Instruction: Students experience explicit and implicit teaching of reading,

writing and word study competencies as an entire class. Some whole group instructional

practices and resources are listed below.

Small Group Instruction: Instruction in small group is targeted to the specific skills that

the small group of children need.

Individual Instruction: During independent work or when other students are working incenters, the teacher works with individual students. This is the time to conduct reading

conferences or give individual differentiated instruction as needed.

Whole Group or Small Group Instruction:

Read-Alouds

Read-alouds can be used for a wide variety of instructional purposes, including content

area instruction, modeling comprehension strategies, writing skills and writing styles.

Cunningham, P., & Allington, R. (1999), Classrooms That Work: They Can All Read and

Write. New York: Longman.

Fountas, I.C. & Pinnell, G.S. (2001). Guiding readers and writers: Teaching Comprehension,

Genre, and Content Literacy . Portsmouth, NH: Heinemann.

Harvey, S. & Goudvis, A. (2000). Strategies That Work . Portland, ME: Stenhouse.

Jim Trelease. Treasury of Read-Alouds :

www.trelease-on-reading.com/rahtreasury.html

Shared Reading (K-3)

Shared reading is an approach to support students as they move beyond the range of their

independent reading. It gives developing readers the opportunity to see and hear what

fluent reading sounds like, and how a reader approaches a challenging text.

Allen, Janet. On the Same Page, Shared Reading Beyond the Primary Grades. Portland, ME:

Stenhouse. 2002.

Fisher, Bobbi & Emily Fisher Medvic. Perspectives on Shared Reading - Planning and

Practice Portsmouth NH: Heinemann 2000



Minilessons

A minilesson is a short lesson focused on a specific reading skill or strategy. It provides

explicit instruction that will help students internalize the key point. You teach,

demonstrate, and then provide guided practice for the skill or strategy. These are used

for all five dimensions of reading: phonemic awareness, phonics, fluency,

comprehension, and vocabulary. See resources for each area listed below.

Hoyt. Snapshots: Literacy Minilessons Up Close . K-5 Heinemann

Phonemic Awareness: Phonemic awareness is the ability to notice, think about, and

manipulate the individual sounds in spoken words. Students must be aware of how

the sounds in words work.

Zgonc, Yvette. (2000). Sounds in Action, Phonlogical Awareness Activities &

Assessment. Peterborough, NH: Crystal Springs Books.

Fountas, I.C. & Pinnell. G.S. (2003). Phonics Lessons. Portsmouth, NH: Heinemann.

Student Centered Activities for Phonemic Awareness: HTUwww.fcrr.orgUTH

Phonics and Morphology: Knowledge of the systematic relationships between

written letters and spoken sounds significantly improves word recognition, spelling

and reading comprehension.

Bear, Donald et. al. (2005). Word Study in Action, Words Their Way. Parsippany,NJ: Celebration Press.

Cunningham, Patricia and Hall, Dorothy (1994). Making Words. Torrance, CA: Good

Apple.

Cunningham, Patricia. (2005). Phonics They Use, Words for Reading and Writing,

4 Pth P edition. Boston: Pearson Education.

Gentry, Richard, (2006). Breaking the Code, The New Science of Beginning Reading

and Writing . Portsmouth, NH: Heinemann.

Pinnell, Gay Su; Fountas, Irene C. (2009). When Readers Struggle, Teaching That

Works. Portsmouth NH: Heinemann.

Pinnell, Gay Su; Fountas, Irene C. (1998) Word Matters: Teaching Phonics and

Spelling in the Reading/Writing Classroom . Portsmouth, NH: Heinemann.

Cunningham, Patricia; Hall, Dorothy (1998). Month By Month Phonics for Upper

Grades. Greensborough, NC : Carson Dellosa.

Fluency: Fluency is the ability to read a text accurately and quickly. Fluent

readers recognize words automatically, group words quickly and read aloud

effortlessly with expression. Fluency is the bridge between word recognition and

comprehension. Oral reading and performance are excellent vehicles for developingand practicing fluent reading. Suggested practices include: repeated readings,

d ’s th t t p din s din t un hild n p t din s t



Callella, Trisha, Developing Reading Fluency Using Modeled Reading, Phrasing and

Repeated Oral Reading : Creative Teaching Press.

Pinnell, Gay Su; Fountas, Irene C. (2009). When Readers Struggle, Teaching That

Works. Portsmouth NH: Heinemann.

Multiple Reader’s Theatre scripts to promote reading fluency can be found in the

literacy resource room and online atHTU

www.aaronshep.comUTH

andHTU

www.readwritethink.orgUTH.

Vocabulary: Vocabulary plays an important role in learning to read and is crucial to

reading comprehension. Vocabulary instruction involves directly explaining the

meanings of words, along with thought provoking, playful, and interactive follow-up.

It offers rich information about words and their uses, and provides frequent and

varied opportunities for students to think about and use words.

Beck, Isabel L., et al. (2002). Bringing Words to Life, Robust Vocabulary

Instruction. NewYork: The Guilford Press.

Allen, Janet (1999) Words, Words, Words, Teaching Vocabulary in Grades 4-12.

York, ME: Stenhouse.Allen, Janet (2007) Inside Words, Tools for Teaching Academic Vocabulary Grades

4-12. York, ME: Stenhouse.

Comprehension: Text comprehension can be improved by instruction that helps

readers use specific comprehension strategies. Comprehension strategies are

conscious plans – sets of steps that good readers use to make sense of text.Effective comprehension instruction is explicit, or direct. See NH Curriculum

Framework Appendix D: Metacognitive Strategies for Understanding Text.

Students demonstrate their comprehension by responding to literature in a varietyof ways. Literature response involves the reader’s interpretation based on analysis

of the text, prior experiences and background knowledge and discussion with other

students. Students demonstrate their understanding through journal entries,

artwork, drama, maps, charts, letters to other readers, letters to authors etc. Also

see small group instruction practices and resources.

Fountas, I.C. & Pinnell, G.S. (2001). Guiding Readers and Writers Grades 3-6:

Teaching Comprehension, Genre, and Content Literacy . Portsmouth, NH:Heinemann.

Fountas, I.C. & Pinnell, G.S. (2006). Teaching for comprehension and fluency :

Thinking, Talking, and Writing about Reading K-8 Portsmouth, NH: Heinemann.

Harvey, S. & Goudvis, A. (2000). Strategies that work . Portland, ME: Stenhouse.

Miller, Debbie (2002). Reading with Meaning, Teaching Comprehension in the

Primary Grades . Portland, ME: Stenhouse.

Wilhelm, Jeffrey, (2001). Improving Comprehension with Think-Aloud Strategies .

N Y k: S h l sti



Small Group Instruction:

UGuided ReadingU:

Fontas, Irene C. and Pinnell, Gay Su. Guided Reading, Good First Teaching for All Children .Portsmouth, NH: Heinemann, 1996.

Fountas, I.C. & Pinnell, G.S. (2001). Guiding Readers and Writers Grades 3-6: Teaching comprehension, genre, and content literacy . Portsmouth, NH: Heinemann.

Fountas, I.C. & Pinnell, G.S. (1999) Matching Books to Readers, Using Leveled Books in

Guided Reading K-3. Portsmouth, NH: Heinemann.

Fountas, I.C. & Pinnell, G.S. (2002) Leveled Books for Readers 3-6. Portsmouth, NH:

Heinemann.

Fountas, I.C. & Pinnell, G.S. (2009) When Readers Struggle, Teaching That Works..

Portsmouth, NH: Heinemann.

U

Literature Circles:

Daniels, Harvey (1994). Literature Circles, Voice and Choice in the Student Centered

Classroom . York, Maine: Stenhouse.

U

Reader’s Workshop:

Reader’s Workshop . (1997) Portsmouth, NH: Heinemann.

Atwell, Nancie. (1998) In the Middle . Portsmouth, NH: Heinemann.

Book Clubs and Literature Study Groups:

Raphael, Taffy E. et al. (2002). Book Club, A Literature-Based Curriculum. Lawrence MA.

Small Planet Communications.

Individual Instruction:

Fountas, I.C. & Pinnell, G.S. (2001). Guiding Readers and Writers Grades 3-6: Teaching

Comprehension, Genre, and Content Literacy . Portsmouth, NH: Heinemann.

Reader’s Workshop . (1997) Portsmouth, NH: Heinemann.

Independent Reading

Students need time at school and at home to read on their own. Emergent readers need to

be read to every day. Our goal is for students to self select and sustain reading a text

with comprehension. Students record their reading in reading logs. Teachers have high

expectations for the quality and quantity of books read during the year.



Assessment

How do we know if students have learned? Teachers ask this question every day in their

classroom.

All reading assessment involves making inferences about students’ growth and

achievement. This assessment must be guided by knowledge of scientifically based reading

research. Reading assessment involves multiple measures, some formal and some informal.

Formative Assessment

Formative assessment is a critical part of the teaching-learning process. We collectinformation about a student’s skills, understandings, attitudes, experiences and interests.

This information then drives our instruction. These assessments happen minute by minute,day to day, and include student self-assessment, descriptive feedback to students, use of

rubrics, multiple methods of checking for understanding, and examination of student work

as well as tests and quizzes.

We use many classroom-based assessments to measure student learning. The following list

is not meant to exhaustive or all-inclusive:

Teacher observation

Developmental Reading Assessment (DRA)

Running records

Rubrics

Student self-assessment

Developmental checklists

Anecdotal recordsStudent workReading journals

Reading logsTests and Quizzes

Projects

Summative, Screening Assessments

In addition to these ongoing formative assessments, we use criterion and norm

referenced, screening assessments at key points during the year (2-3 times per year) to

determine whether each student has developed skills commensurate with grade levelexpectations, i.e. NWEA Maps, AIMsWeb, Word Journeys Developmental Spelling

Assessment.

Using the data from formative assessments and the screening assessments, the classroom

teacher adapts instruction to address students’ areas of relative weakness and enrich thereading experiences of the whole class. Screening assessments help identify students who

score below grade level expectation. The teacher works with these students to provide

focused teaching and other instructional interventions to address the areas of weakness.

We use curriculum-based assessments (progress monitoring) given bi-weekly or monthly, to

determine if students are making progress and if the instructional interventions are



Response to Intervention (RtI)

RtI is aimed at reducing overall reading problems by providing intensive intervention for

the students most at risk for reading difficulty. Each teacher meets monthly with the

Literacy Team (Reading Specialist, Reading Teacher, Speech and Language Pathologist,

Special Educator, Administrator, and School Psychologist) to discuss concerns about

students’ progress and review recent testing and classroom data. Intervention plans for

individual students or groups of students are formulated and then evaluated as needed. As

a result, some students may be referred for special education services.

We use a three-tiered model of instruction and intervention to provide students with

different learning needs, the time and attention to get them where they need to be:Tier One: Core Instruction

All students receive daily, direct, focused instruction on the grade level curriculum.

Tier Two: Supplemental Targeted Instruction (small groups)

Some students receive targeted instruction and/or support from expert teachers.

This targeted instruction is in addition to the core instruction.

Tier Three: Intensive Instruction (very small groups or one on one)

Some students receive very intensive instruction that addresses specifically

determined needs.

Assessment Folders Each student has a reading assessment (purple) folder. This folder follows the student

through the grade levels. The folder contains a yearly summary of formative and

summative reading and writing assessments as well as work samples.



New Hampshire Curriculum Framework

June, 2006 Appendices

Appendix A: Suggested Informational and Literary Texts (Grades K-2)

Suggested Print and Non-Print Informational and Literary Texts – for InstructAll students need ongoing opportunities to apply and practice reading strategies with many different types of LITEtexts. Recognizing a variety of texts and their characteristics will help students in meeting grade level expectations

Suggested Texts listed below are not meant to be exhaustive for any given grade leve

Grade K Grade 1

Suggested Informational Texts include,

but are not limited to

Reference materials: Read-alouds and guided/shared reading of children’s magazines, content trade books,informational charts, etc.

Practical texts: lists, signs, labels, environmental

print, pictorial charts and graphs, etc.



Reference materials: Read-alouds and guided/shared reading of children’s magazines, content trade books,informational charts, etc.

Practical texts: lists, labels, environmental print,

pictorial charts and graphs, simple directions,invitations, calendar, simple maps/classroom maps,etc.

Infob

Reference matBeginning dictimagazines, connewspapers, etc

Practical textsannouncements

Suggested L iterary Texts

include, but are not limited to

Nursery rhymes, poetry, fairytales, fantasy, realisticfiction, songs, chants, etc.



Poetry, fairytales, fantasy, realistic fiction, songs,chants, etc.

inclu

Poetry, plays, farealistic fiction,

(Assumes increasing text complexity across grade levels. See Appendix F for descriptions of increasin

VIII-DCS





Appendix A: Suggested Informational and Literary Texts (Grades 3-5)

Suggested Print and Non-Print Informational and Literary Texts – for InstructAll students need ongoing opportunities to apply and practice reading strategies with many different types of LITEtexts. Recognizing a variety of texts and their characteristics will help students in meeting grade level expectations

Suggested Texts listed below are not meant to be exhaustive for any given grade leve

Grade 3 Grade 4



Reference materials: Dictionaries, glossaries, children’s magazines,content trade books, children’s newspapers,textbooks, etc.

Practical texts: Procedures/instructions,announcements, invitations, book orders, etc.



Reference materials: Dictionaries, glossaries, encyclopedias, children’smagazines, content trade books, studentnewspapers, textbooks, etc.

Practical texts: Procedures/instructions,announcements, invitations, book orders, etc.

Infob

Reference matDictionaries, glochildren’s maganewspapers, texwebsites, etc.

Practical textsannouncementsmenus, etc.



Poetry, plays, fairytales, fantasy, fables, tall tales,realistic fiction, etc.

Suggested

L iterary Texts


Poetry, plays, fairytales, fantasy, fables, realisticfiction, folktales, historical fiction, etc.

inclu

Poetry, plays, fafiction, folktales


VIII-DCS





Appendix A: Suggested Informational and Literary Texts (Grades 9-12)

Suggested Informational and Literary Texts (Print and Non-Print) for InstructAll students need ongoing opportunities to apply and practice reading strategies with many different types of LITE

texts. Recognizing a variety of texts and their characteristics will help students in meeting grade level expectations de

GSEs. Suggested Texts listed below are not meant to be exhaustive for any given grade level. (Underlining indicates addfirst time at this grade level.)

Grade 8 High SchSuggested

Informational Texts include, but are not limited toReference materials:Reports, magazines, newspapers, textbooks, biographies, autobiographies, Internetwebsites, public documents and discourse, essays, articles, technical manuals, etc.

Practical/functional texts:Procedures/instructions, announcements, invitations, book orders, recipes, menus,advertisements, pamphlets, schedules, etc.

SuggesteInformational Texts include,

Reference materials:Reports, magazines, newspapers, textbooks, biowebsites, legal documents (i.e, Supreme Court cdocuments (drivers’ manuals) and discourse, esarticles, technical manuals, editorials/commentaperiodicals, job-related materials, speeches, on-l

Practical/functional texts:Procedures/instructions, announcements, invitat

schedules, memos, applications, catalogues, etc

SuggestedLiterary Textsinclude, but are not limited to

Poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction,mysteries, science fiction, myths, legends, short stories, epics (poems, novels, dramas),etc.

SuggestedLiterainclude, but are no

Poetry, plays, fairytales, fantasy, fables, realisticmysteries, science fiction, myths, legends, shortpresentations, comedies, tragedies, satires, paro


VIII-DCS





Appendix B: The Six Syllable Types

1. closed – [not] - closed in by a consonant - vowel makes itsshort sound2. open – [no] - ends in a vowel - vowel makes its longsound3. silent e – [note] - ends in vowel consonant e - vowel makes its longsound

4. vowel combination – [nail] the two vowels together make a sound5. r-controlled – [bird] - contains a vowel plus “r” - vowel sound is changed6. consonant - l - e –[table] - at the end of a word

Appendix C: Reading Fluency Rates

RecommendedFluency Rates *(in words readcorrectly per

minute)

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Gr

Oral: N/A 50-80words

correct perminute

80-100words

correct perminute

90-120words

correct perminute

115-140words

correct perminute

125-150words correctper minute

13w

corrm

Silent: N/A N/A N/A 115-140 130-175 160-200 19

The following sources were referenced to determine fluency rates: Caldwell, Reading Assessment, Guilford Press, 2002

Fountas and Pinnell, Guiding Readers and Writers Grades 3-6, Heinemann, 2001 Put Reading First, National Institute for Literacy, 2001 Lipson and Wixson, Assessment and Instruction of Reading and Writing Difficulty, Pearson Education, 2 NAEP’s Scale for Assessing Oral Reading Fluency, 2001

VIII-DCS





Appendix D: Metacognition Strategies for Understanding Text Teachers continually model and reinforce use of strategies, so that students learn to flexibly apply strategies that help them comprehend andtexts.Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remComplexity of text and purpose of reading will determine the extent to which each strategy is applied.

Before reading, students… During reading, students… After read

• Set a purpose

• Activate prior knowledge (schema)• Preview text• Identify text structure clues (e.g.,

chronological, cause/effect,compare/contrast, etc.)

• Locate text features (e.g., transitionalwords, subheadings, bold print, etc.)

• Use Cues: graphics and pictures• Skim/Scan • Predict and make text-based references

• Sample a page of text for readability andinterest

• Self-monitor using:¾ Meaning¾ Language structure¾ Print cues

• Reread• Self-correct• Clarify• Determine Importance• Generate literal, clarifying, and inferential

questions• Visualize

• Construct sensory images• Summarize and paraphrase• Check predictions• Interpret

¾ Literal meaning¾ Inferential meaning

• Make Connections, using¾ Graphics¾ Pictures

• Monitor fluency (oral/silent; or text

complexity)¾ Adjust rate¾ Use punctuation and dialogue cues¾ Use phrasing, intonation, expression

• Read for accuracy

• Use note-taking strategies

• Reread fo• Summariz• Evaluate

¾ Accur¾ Litera

• Clarify

• Analyze itexts

• Support c

text• Synthesize

• Connect id¾ Text: ¾ Self: R

event¾ World

text t

VIII-DCS





Thesis- The basic proposition put forward by a speaker or writer, which then is proved through fact, argument, or support froa composition. It is the controlling idea about a topic that the writer is attempting to prove; a sentence that announced the wriabout a topic. A thesis statement usually contains two main elements: a limited subject (Internet), a strong verb, and the reasoprovides information of varying depth and quality).

Tone- The overall feeling or effect created by a writer’s use of words, sentence structure, and attitude towards the audience, which pervades the work, may be serious, mock-serious, humorous, sarcastic, solemn, objective, etc.

Traditional literature– Stories passed down orally throughout history. (Examples include: folk tales, fairy tales, myths, lege

Turning Point - The moment in a story or a play when there is a definite change in direction and one becomes aware that it iend.

Voice- The style and quality of the writing which includes word choice, a variety of sentence structures, and evidence of invpersonality or the personality of the chosen persona. It is the fluency, rhythm, and liveliness in writing that makes it unique toestablishes personal expression and enhances the writing.

The following sources were referenced in developing the glossary:• Fountas and Pinnell (2001) Guiding Readers and Writers Grades 3-6: Teaching Comprehension, Genre, and Literacy. Heineman• Kemper, Sebranek & Meyer (2001) TheWrite Source. Wilmigton: Houghton Mifflin• Moats (2003)LETRS: Language Essentials for Teachers of Reading and Spelling. Sopris West• Pennsylvania Department of Education (2003)Reading Assessment Glossary • (2001) Put Reading First. National Institute for Literacy, US Department of Education

• (2004) Tri-State New England Grade Level Expectationsfor Writing- Appendix A: Writing Glossary

VIII-DCS





A variety of factors influence text complexity. The complexity of text, or the degree of challenge of a paof specific combinations and interactions of these factors. For example, a text that has short simple sentechallenging to read/comprehend when it contains ideas or concepts that are unfamiliar or requires a greato unlock intended meaning. Pinnell and Fountas’ text leveling system (2002), an extension of the systemRecovery developed for classroom use at grades 3-6, includes these factors for determining complexity:

of print, repeated text, natural language versus book text, supportive text, and high frequency vocabularyattention to differences between fiction and nonfiction texts in book leveling, and includes descriptors thalevel of difficulty.

Chall, Bissex, Conard, and Harris-Sharples (Qualitative Assessment of Text Difficulty, 1996) suggest tha(vocabulary and sentence structure and variety) as well as concepts presented, text organization, and bacrequired of readers all need to be considered in determining appropriateness of text for a given grade levlonger sentences and simplifying vocabulary does not guarantee that reading materials will be completereading levels." They also point out differences between popular fiction, literature, and informational textdifficulty. For example, popular fiction tends to (a) use less figurative language than literature, (b) be moinformation, and (c) have more conventional language use; therefore demands on the reader of popular f

basic understanding of explicit messages than on interpretation of the message.

Criteria for increasing text complexity include factors that interact to affect the relative difficulty of readtable on the following pages describes ways in which text materials generally increase in difficulty over th The descriptors in the table build from one grade or grade cluster to the next. It is expected that studentsreading text described for their grades, as well as those of earlier grade clusters.

VIII-DCS





Factors that Influence Increasing Text Complexity:

• Word Difficulty and Language Structure, including vocabularyand sentence type and complexity (often determined through the

use of multiple readability formulas) • Text Structure and Discourse Style(e.g., satire, humor) • Genre and the Characteristic Features of the each type of text • Background Knowledge and/or Degree of Familiarity with

Content needed by the reader • Level of Reasoning Required (e.g., sophistication of themes and

ideas presented) • Format and Layout, including how text is organized/layout, size

and location of print, graphics, and other book/print features • Length of Text

Note: Sample grade-appropriate text titles are included at the end of the descriptors for each grade span as examples of text thcharacteristics described in the table. In many cases, particular teachers and schools will choose to introduce these specific tethe grade level indicated. While every descriptor might not be evident in a sample text passage, it is expected that the sample descriptors, and many of the indicators.

VIII-DCS



New Hampshire Curriculum Framework Reading

Contributors

The federal law, No Child Left Behind, requires states to develop grade-level expectations inreading/language areas for grades 3-8. Grade-span expectations were developed also for grades9-10 and 11-12 in reading and writing for high school. Both the grade-level expectations (GLEs)

and the grade-span expectations (GSEs) have been incorporated into this revised version of theK-12 English Language Arts Curriculum Framework.

The following is a list of committee members representing the state of New Hampshire whodeveloped the grade-level and grade-span expectations. Although this list represents thoseindividuals who formally served on the GLE and GSE committees, we are extremely grateful tothe numerous people who provided feedback through technical review sessions, focus groups,on-line surveys, e-mails, and phone calls.

The assessment GLEs and GSEs were developed as a joint effort between the states of NewHampshire, Rhode Island, and Vermont. The local GLEs and GSEs were started as a joint effort

between New Hampshire and Rhode Island. The contributors from RI and VT can be obtained bycontacting the Rhode Island Department of Education and the Vermont Department of Education, respectively.

MaryClaire Barry, Goffstown John Lofty, UNHCarole Barbour, Gilford Penny Love, ManchesterLori Bresnahan, Belmont Leah Macleod, ConcordPatrice Brewer, Keene Patricia Maestranzi, SalemRobin Brown, Rochester Susan Mellow, EnfieldCarrie Costello, Conway Cheryl Molleur, ChichesterLindsay Dibert, Danville Susan Dean Olson, Wolfeboro

Paula Dickinson, Gilford Sally Reily, RochesterAnne Rocchio-Dodge, Amherst Christopher Saunders, HollisKathleen Drolet, Nashua Leslie Scheele, NewportFrank Gould, Lebanon Helen Schotanus, NH DOESherrie Greeley, Hanover Judy Sharkey, UNHSusan Gualtieri, Londonderry Linda Stimson, NH DOEMartha Hardiman, Whitefield Susan Sullivan, MerrimackDebbie Hodge, Merrimack Sandy Tilton, PlymouthDavid Hodgdon, East Swanzey Ruth Ellen Vaughn, FarmingtonMarie P. Hughes, Stratford Deidra Welch, WeareKevin Johnson, New London Ann West, Derry

Caroline Jones, Farmington Deborah Wiswell, WolfeboroRichard Laporte, Newton Deborah Woelflein, MerrimackCindy Linehan, Nashua

2.11 raguide to curriculum planning in reading

Documents