elementary reading program - greeley schools
TRANSCRIPT
Greeley-Evans School District 6
Elementary Reading Program
Focused Instruction for Every Student
Table of Contents
Strategic Plan………………………………………………………………………………………………3
Literacy Plan Overview………………………………………………………………………………..…..4
Tier I Instruction…………………………………………………………………………………...……..10
Tier II Supplemental Interventions……………………………………………………….….………35
Tier III Core Replacement Interventions ………………………………………………………..…47
READ Plan……………………………………………………………………………………………..…..75
Assessment ………………………………………………………………………………..……………..81
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 2
Reaching for Excellence 2014-2015
Our Vision Every student a learner.
Every student a graduate. All students a success!
Our Mission School District 6 provides a quality education for every learner within
a system of high expectations and rigorous, focused instruction.
Our Core Beliefs SUCCESS We prepare students for success in a constantly
changing and diverse world.
RESPECT We treat every one of our students, parents, staff and community members with dignity and respect.
DIVERSITY We embrace the individual uniqueness of each student, parent, staff and community member as this diversity enriches the educational experience for all.
EXCELLENCE We pursue excellence and encourage creative and critical thinking skills.
SAFETY We maintain a safe environment to enhance learning and teaching.
ENGAGEMENT We welcome vigorous engagement by parents and the community in our schools and district.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 3
Reaching for Excellence:
District 6 Strategic Plan for 2014-15
“A child who can read is a child who can learn, and a child who can learn is a child who can succeed in school and life.”
~Margaret Spellings, former U.S. Secretary of Education~
Background Information
The Greeley-Evans School District 6 Strategic Plan, “Reaching for Excellence,” includes the
following district-wide indicators under Goal 1: Increase Student Achievement:
Indicator 1.1 Increase academic achievement and rate of academic growth.
1.1a Annually increase the percentage of students (total group and each
disaggregated subgroup) who score proficient or advanced in reading, writing, math
and science as measured by the CSAP (“Annual Student Achievement Level” goal).
1.1b Annually increase the percentage of students (total group and each
disaggregated subgroup) “on track to catch up” or “on track to keep up” by 10th
grade or within 3 years in reading, writing and math as measured by the CSAP
(“Longitudinal Growth” goal).
Indicator 1.2 Reduce learning gaps.
1.2a Annually reduce the learning gaps in overall achievement levels between
subgroups in reading, writing, math and science as measured by the CSAP
(“Reducing Learning Gap” goal).
1.2b Annually reduce the learning gaps in longitudinal growth between subgroups
in reading, writing and math as measured by the CSAP (“Reducing Learning Gap”
goal).
Goal of the K-5 Literacy Program
The goal of the K-5 literacy program is that all District 6 students will acquire essential
reading and thinking skills so that they can comprehend grade level materials and experience
academic success.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 4
Literacy Program
Overview
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 5
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 6
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 7
Response to Instruction and Intervention (RtI)
The R
tI s
yst
em
is
aligned w
ith s
pecia
l educati
on s
tudent
inclu
sion c
om
ponents
and p
rocess
es.
Stu
dents
may e
xperi
ence m
ult
iple
com
pon
ents
acro
ss t
iers
. S
tudents
may m
ove f
rom
both
low
er
to h
igher
tiers
and h
igher
to low
er
tiers
.
Rev.
Date
10/29/13
D
IVIS
ION
OF A
CA
DEM
IC A
CH
IEV
EM
EN
T
R
ESPO
NSE T
O IN
ST
RU
CT
ION
AN
D IN
TER
VEN
TIO
N –
ELEM
EN
TA
RY
REA
DIN
G-G
RA
DES K
-5
Belo
w G
rade L
evel
Above G
rade L
evel
TIE
R
Com
ponents
T
IER
ON
E
TIE
R T
WO
T
IER
TH
REE
TIE
R T
WO
T
IER
TH
REE
Som
ew
hat
belo
w g
rade level
Sig
nif
icantl
y b
elo
w g
rade level
Som
ew
hat
above g
rade level
Sig
nif
icantl
y a
bove g
rade level
Sele
cti
on
Cri
teri
a
Benchm
ark
on D
IBELS N
ext
benchm
ark
ass
ess
ment
Str
ate
gic
on D
IBELS N
ext
benchm
ark
ass
ess
ment
Inte
nsi
ve o
n D
IBELS N
ext
benchm
ark
ass
ess
ment
IEP o
r STAR T
eam
recom
mendati
ons
Benchm
ark
on D
IBELS N
ext
benchm
ark
ass
ess
ment
Benchm
ark
on D
IBELS N
ext
benchm
ark
ass
ess
ment
Focus
of
Inst
ructi
on
Readin
g s
tandard
s as
defi
ned in
gra
de level curr
iculu
m g
uid
e &
st
rate
gie
s/sk
ills
taught
in
Houghto
n M
iffl
in c
urr
iculu
m
Addre
ss d
efi
cie
ncie
s in
mast
ery
of
phonem
ic a
ware
ness
, phonic
s,
mult
isyllabic
, and/or
fluency g
aps
as
dete
rmin
ed u
sing D
IBELS N
ext
and P
honic
s Benchm
ark
Ass
ess
ment
data
Addre
ss d
efi
cie
ncie
s in
mast
ery
of
phonem
ic a
ware
ness
, phonic
s,
mult
isyllabic
, and/or
fluency g
aps
as
dete
rmin
ed u
sing D
IBELS N
ext,
Phonic
s Benchm
ark
Ass
ess
ment
data
, and
Pro
gra
m S
pecif
ic d
ata
fro
m c
ore
re
pla
cem
ent
pro
gra
m
Challengin
g/exte
ndin
g o
f gra
de level
standard
s and incre
ase
depth
and
com
ple
xit
y o
n:
Com
pre
hensi
on
Vocabula
ry
Flu
ency
Challengin
g/exte
ndin
g a
nd/or
exceed
gra
de level st
andard
s and incre
ase
depth
and c
om
ple
xit
y o
n:
Com
pre
hensi
on
Vocabula
ry
Flu
ency
as
dete
rmin
ed b
y A
LP
Gro
upin
g
Buildin
g d
ete
rmin
ati
on:
Hete
rogeneous
or
Hom
ogeneous
(needs-
base
d
inst
ructi
onal fo
cus
gro
ups)
Hom
ogeneous
– Sm
all n
eeds
base
d g
roupin
g
duri
ng T
arg
ete
d Inst
ructi
on
Base
d o
n D
IBELS N
ext
and P
honic
s Benchm
ark
Ass
ess
ment
data
Hom
ogeneous
– Sm
all n
eeds
base
d
gro
upin
g d
uri
ng T
arg
ete
d Inst
ructi
on
Base
d o
n D
IBELS N
ext
and P
honic
s Benchm
ark
Ass
ess
ment
data
Hom
ogeneous
– Sm
all n
eeds
base
d
gro
upin
g
Base
d o
n R
eadin
g C
om
mon
Ass
ess
ment,
DIB
ELS N
ext
and
Phonic
s Benchm
ark
Ass
ess
ment
data
Hom
ogeneous
– Sm
all n
eeds
base
d
gro
upin
g
Base
d o
n R
eadin
g C
om
mon A
ssess
ment,
D
IBELS N
ext
and P
honic
s Benchm
ark
Ass
ess
ment
data
Academ
ic
Tim
e
90 m
inute
readin
g b
lock d
aily
40 m
inute
targ
ete
d inst
ructi
on
blo
ck d
aily
90 m
inute
readin
g b
lock d
aily
40 m
inute
targ
ete
d inst
ructi
on b
lock
daily w
ith d
iffe
renti
ati
on b
ase
d o
n
DIB
ELS N
ext
and P
honic
s Benchm
ark
Ass
ess
ment
data
90 m
inute
readin
g b
lock d
aily
40 m
inute
targ
ete
d inst
ructi
on b
lock
daily
90 m
inute
readin
g b
lock d
aily
40 m
inute
targ
ete
d inst
ructi
on
blo
ck d
aily
90 m
inute
readin
g b
lock d
aily
40 m
inute
targ
ete
d inst
ructi
on b
lock
daily
Ass
ess
ment
DIB
ELS N
ext
(gra
de s
pecif
ic)
Kin
derg
art
en C
om
mon
Ass
ess
ment
Phonic
s Benchm
ark
Ass
ess
ment
Houghto
n M
iffl
in S
kills
Test
–
Gr.
1 (
opti
onal kin
der)
Readin
g C
om
mon A
ssess
ment
– G
r. 2
-5
Galile
o –
Gr.
3-5
DIB
ELS N
ext(
gra
de s
pecif
ic)
Kin
derg
art
en C
om
mon A
ssess
ment
Phonic
s Benchm
ark
Ass
ess
ment
Houghto
n M
iffl
in T
hem
e T
est
– G
r. 1
(o
pti
onal kin
der)
Readin
g C
om
mon A
ssess
ment
– G
r. 2
-5
Galile
o –
Gr.
3-5
DIB
ELS N
ext
(gra
de s
pecif
ic)
Kin
derg
art
en C
om
mon A
ssess
ment
Phonic
s Benchm
ark
Ass
ess
ment
Core
Repla
cem
ent
Pro
gra
m
Ass
ess
ments
DIB
ELS N
ext
(gra
de s
pecif
ic)
Kin
derg
art
en C
om
mon A
ssess
ment
Phonic
s Benchm
ark
Ass
ess
ment
Houghto
n M
iffl
in T
hem
e T
est
– G
r.
1 (
opti
onal kin
der)
Readin
g C
om
mon A
ssess
ment
– G
r.
2-5
Galile
o –
Gr.
3-5
CoG
at
DIB
ELS N
ext
(gra
de s
pecif
ic)
Kin
derg
art
en C
om
mon A
ssess
ment
Phonic
s Benchm
ark
Ass
ess
ment
Houghto
n M
iffl
in T
hem
e T
est
– G
r. 1
(o
pti
onal kin
der)
Readin
g C
om
mon A
ssess
ment
– G
r. 2
William
& M
ary
pro
gra
m a
ssess
ments
(G
r. 3
-5)
Galile
o –
Gr.
3-5
Mate
rials
Houghto
n M
iffl
in c
ore
read
ing
pro
gra
m w
ith g
uid
ance f
rom
le
sson m
aps
and s
upport
fro
m
dir
ect
inst
ructi
on t
em
pla
tes
HO
UG
HT
ON
MIF
FLIN
CO
RE R
EA
DIN
G
PR
OG
RA
M w
ith g
uid
ance f
rom
less
on m
aps
and s
upport
fro
m d
irect
inst
ructi
on
tem
pla
tes
SU
PPLEM
EN
TA
L R
ESO
UR
CES f
or:
FLU
EN
CY
Read N
atu
rally
D6 F
luency N
ote
book
MU
LT
ISY
LLA
BIC
SIP
PS
D6 M
ult
isyllabic
Note
book
PH
ON
ICS/P
HO
NEM
IC A
WA
REN
ESS
Phonic
s For
Readin
g (
Gr.
3-5
)
Reso
urc
e G
uid
e f
or
the I L
ove R
eadin
g
Books
(Gr.
2)
D6 F
irst
Gra
de P
honic
s Bin
der
D6 K
inderg
art
en P
honic
s Bin
der
OR
AL L
AN
GU
AG
E D
EV
ELO
PM
EN
T
Language f
or
Learn
ing
Language f
or
Thin
kin
g
CO
RE R
EPLA
CEM
EN
T P
RO
GR
AM
S:
Readin
g M
ast
ery
Edm
ark
(as
appro
pri
ate
for
student
need)
HO
UG
HT
ON
MIF
FLIN
CO
RE R
EA
DIN
G
PR
OG
RA
M w
ith g
uid
ance f
rom
less
on
maps
and s
upport
fro
m d
irect
inst
ructi
on t
em
pla
tes
CO
MPR
EH
EN
SIO
N/E
XT
EN
SIO
N
Junio
r G
reat
Books
(Gr.
1)
Jacob’s
Ladder
(Gr.
2-5
)
Houghto
n M
iffl
in R
eso
urc
e
Mate
rials
(G
r. K
-5)
Levele
d f
icti
on a
nd n
on-f
icti
on t
ext
CO
RE R
EPLA
CEM
EN
T P
RO
GR
AM
:
William
& M
ary
(G
r. 3
-5)
CO
MPR
EH
EN
SIO
N/E
XT
EN
SIO
N
Junio
r G
reat
Books
(Gr.
1)
Jacob’s
Ladder
(Gr.
2-5
)
Levele
d f
icti
on a
nd n
on-f
icti
on t
ext
Ch
an
gin
g E
mp
hasi
s o
f B
ig I
deas
Co
mp
reh
en
sio
n
Vo
ca
bu
lary
Au
tom
ati
cit
y
an
d F
lue
ncy
wit
h t
he C
od
e
Alp
ha
beti
c
Pri
ncip
le
Ph
on
olo
gic
al
Aw
are
ne
ss
3
2
1
K
Lis
ten
ing
R
ead
ing
Lis
ten
ing
R
ead
ing
Mu
ltis
yll
ab
les
L
ett
er
So
un
ds &
C
om
bin
ati
on
s
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 10
Tier I
Instruction
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 11
Components of the Greeley-Evans School District 6
K-5 Literacy Program
COMMON SCHEDULE
90-minute Literacy Block
Targeted Instruction Block
Oral Language Development Block
for English Language Learners
FIVE COMPONENTS OF READING
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
EXPLICIT AND SYSTEMATIC INSTRUCTION
Explicit instruction is generally defined as
instruction that is deliberate and direct in
its approach to teaching reading skills and
strategies. It does not rely on the student’s
ability to establish concepts independently.
Systematic instruction refers to a carefully
planned sequence for instruction, from
simple to complex, with clear, concise
student objectives that are driven by
ongoing assessment. Strategies that enhance
comprehensible input, interaction and
thinking skills throughout the literacy block
for the benefit of English language learners
is an essential component of instruction.
CORE READING PROGRAM
Curriculum Guide
Lesson Maps (Plans)
Templates
Anthology Selection with Embedded
Strategy Instruction
Decodable Text
Practice Reading
Specific Word Instruction
Literacy Development Plan for English
Language Learners
PROFESSIONAL DEVELOPMENT
Foundational literacy training
Beyond the Lesson Map
Advanced Literacy
Enhanced Planning
Coaching
Demonstration Classroom Teachers
DIFFERENTIATION OF INSTRUCTION
Assessment Data
Flexible Grouping
Intervention for Struggling Students
Advanced Readers
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 12
Components of the Greeley-Evans School District 6
K-5 Literacy Program
1. COMMON SCHEDULE
90 Minute Literacy Block
Every elementary school has a
ninety minute block dedicated to the
teaching of reading. This schedule
guarantees that every child in grades K-5
has access to 90 minutes of uninterrupted
time for reading instruction every day.
During the literacy block, the teacher
provides explicit and systematic
instruction in essential reading skills and
strategies based on the scope and
sequence of the Houghton Mifflin core
reading program. Some students with
intensive needs are placed in a core
replacement program. Teachers
integrate strategies that enhance
comprehensible input, interaction and
thinking skills throughout the literacy
block for the benefit of English language
learners.
Targeted Instruction Block
In addition to the ninety minute
literacy block, students receive
additional reading instruction within the
day to focus on individual needs as
identified by reading assessment data.
The priority is to teach all children
to read proficiently in the early years so
that they can access grade level learning
materials in subsequent years. In the
past, teachers have typically slowed
down the rate of instruction for the
struggling reader in hopes that
eventually the child would “catch up” to
his or her peers. However, research tells
us that “the probability of remaining a
poor reader at the end of 4th grade, given
that a child was a poor reader at the end
of first grade, was 88%.” (Connie Juel,
1988, 1994) Thus, in Greeley-Evans
School District 6, the focus is on early
intervention with increased time and
intensity for any student who is lagging
behind grade level expectations.
For those students whose data
reflects grade level reading proficiency,
the targeted instruction block is focused
on extending their ability to think and
comprehend a variety of texts through
high-level discussions and written
response.
For those students learning English,
the Targeted Instruction block is used to
meet their individual needs. Those
English Language Learners who have not
made adequate growth, as measured by a
battery of assessments aligned with the
five components of reading, meet with a
highly qualified English Language
Acquisition teacher for additional
support in their area of need in the
learning of the English language.
Adequate growth is measured frequently
throughout the year.
Oral Language Development Block
for English Language Learners
An additional opportunity for
English language learners to receive oral
language development instruction is
essential for our non-English proficient
students as well as our beginning level
limited English proficient students. This
happens in conjunction with the writing
block so the focus is on expressive
language (oral and written). It also
ensures that students are not pulled out
of the literacy block and the targeted
instruction block. Oral language
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 13
instruction includes the use of Language
for Learning published by SRA. Through
the use of this highly structured
program, children learn the words,
concepts, and statements important to
both oral and written language, and
helps enable them to extend this
knowledge to other areas of their
development.
2. FIVE COMPONENTS OF READING
Scientifically-based reading research
has identified five essential components
of effective reading instruction. For all
children to be successful readers, explicit
and systematic instruction will be
provided in these five areas:
Phonemic Awareness-the ability
to hear and identify individual
sounds in spoken words
Phonics-the relationship
between the letters of written
language and the sounds of
spoken language
Fluency-the capacity to read text
accurately and quickly,
including oral reading skills
Vocabulary-the words that
students must know to
comprehend text and
communicate effectively
Comprehension-the ability to
understand and gain meaning
from what has been read
3. EXPLICIT AND SYSTEMATIC
INSTRUCTION
Explicit instruction is generally
defined as instruction that is deliberate
and direct in its approach to teaching
reading skills and strategies. It does not
rely on the student’s ability to establish
concepts independently.
Systematic instruction refers to a
carefully planned sequence for
instruction, similar to a builder’s
blueprint for a house. A blueprint is
carefully thought out and designed
before building materials are gathered
and construction begins. The plan for
systematic instruction is carefully
thought out and designed before
activities and lessons are developed.
Systematic instruction is clearly linked
within, as well as across the five major
areas of reading instruction. For
systematic instruction, lessons build on
previously taught information, from
simple to complex, with clear, concise
student objectives that are driven by
ongoing assessment. Students are
provided appropriate practice
opportunities which directly reflect
instruction. Strategies that enhance
comprehensible input, interaction and
thinking skills throughout the literacy
block for the benefit of English language
learners is an essential component of
instruction.
4. CORE READING PROGRAM
Houghton Mifflin Reading 2006 was
purchased for use in all elementary
schools. This core reading program
contains an established scope and
sequence. This scope and sequence is
vertically and horizontally aligned and
applied by all teachers at each school.
The lessons are fast-paced, students are
engaged, and teachers are continually
interacting with students as they deliver
instruction. Additional tools have been
provided to teachers to support the
effective implementation of the core
reading program:
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 14
Curriculum Guide
Core programs are designed to
systematically provide students with the
necessary skills and strategies to be
proficient readers. A curriculum guide
has been developed to ensure that all
necessary skills are taught by the end of
each year. This curriculum guide was
created by matching the scope and
sequence of the core program to the
school calendar. Mastery of essential
reading skills and strategies may require
that additional time during the day be
devoted to the teaching of reading.
Lesson Maps (Plans)
Lesson Maps assist teachers in
prioritizing what’s most important to
teach, making instruction more explicit,
pacing their lessons, and providing
teacher-directed reading instruction.
Lesson maps are followed with fidelity
by every teacher to ensure that every
District 6 student benefits from the
systematic nature of the core reading
program. There are instructional
decisions made by teachers as they plan
and prepare for instruction based on the
focus of instruction for their group of
students.
Templates
Templates are instructional routines
that incorporate effective instructional
techniques such as unison oral response,
signaling, brisk pacing, immediate
corrective feedback, and teaching to
mastery. Templates are an essential part
of the reading program for providing
students with ample practice
opportunities in decoding and high
frequency word recognition. There are
also templates to guide the effective use
of decodable text and templates used to
help students learn reading strategies
including pronouncing unknown words,
determining the meaning of a new word,
and applying thinking skills to
understand what they read and make
personal connections.
Anthology Selection with Embedded
Strategy Instruction
The purpose of the anthology
selection is to teach the strategies that
will help teachers guide students in their
development of reading strategies to
pronounce unknown words, discover the
meaning of a new word, and apply
thinking skills to understand what they
read and make personal connections.
This is done through scaffolded
instruction and reading techniques that
are supportive of student engagement.
Through careful planning, the skillful
teacher will embed strategy and skill
instruction into the reading of the
anthology selection by providing
sufficient explanation and modeling of
each strategy and guided practice and
feedback for students as they learn to use
strategies independently. Students will
be given opportunities to respond to
higher level questioning through
collaborative discussions and written
responses.
Decodable Text
The purpose of decodable text is for
students to practice reading words in
connected text that include the new
letter/sound relationship they are
learning along with some sight words.
Decodable text is part of an explicit and
systematic phonics lesson in which the
students have warmed up with the
sounds through phonemic awareness
drills, explicit sound/spelling instruction,
blending words, and finally practicing
those words in decodable text. Reading
decodable text happens in kindergarten
through grade 2.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 15
Practice Reading
The purpose of practice reading is to
give every child the opportunity to
increase their reading fluency and apply
the reading skills and strategies that they
have been developing. Students may
read independently, with a partner or
with the teacher, depending upon need.
When students are reading with a
partner, they read with expression as
they increase their accuracy and
automaticity with new sound/spellings
and sight words. Partners may reread
the anthology selection, decodable text,
or Houghton Mifflin leveled readers
depending on student need. Students can
be given a writing assignment or a
graphic organizer to complete during or
after their reading. The purpose of this
assignment is to give students an
opportunity to apply the strategies they
have learned and practiced during the
reading of the anthology selection.
During practice reading time, the teacher
monitors the class for student
engagement and may also work with a
small group of students on pre-teaching,
re-teaching or enrichment.
Specific Word Instruction
“Learning, as a language based
activity, is fundamentally and
profoundly dependent on vocabulary
knowledge. Learners must have access to
the meanings of words that teachers, or
their surrogates (e.g., other adults, books,
films, etc.), use to guide them into
contemplating known concepts in novel
ways (i.e. to learn something new).”
(Baker, Simmons, & Kame'enui, 1998)
Teachers must use direct instruction to
teach 300-500 words per year. This
averages out to approximately 8-10
words per week. The lesson map
provides the words to be taught
specifically and over a period of five days
for multiple exposures to new vocabulary
words for students. In this way, all
students are gaining vocabulary
knowledge through the explicit teaching
of vocabulary words.
Literacy Development Plan for English
Language Learners
In 2006, Greeley-Evans School
District 6 created a literacy development
plan to support the specific needs of
English language learners in our schools.
This plan serves as a resource to
individualize instruction based on
students’ language needs.
Materials included in the “Literacy
Development Plan for English Language
Learners” help teachers infuse strategies
that enhance comprehensible input,
interaction and thinking skills
throughout the literacy block for the
benefit of the English language learners.
Included in this plan is a document that
illustrates the connections between the 5
components of literacy and the 4
modalities of language (listening,
speaking, reading, and writing).
5. PROFESSIONAL DEVELOPMENT
2006-2007
Most elementary teachers and
principals attended five days of
Foundational professional development
during the summer of 2006 to deepen
their knowledge of the five components
of reading, introduce them to the
Houghton Mifflin core reading program,
and demonstrate the use of the pacing
guide, lesson maps, and templates for
instruction.
The implementation focus during
Year 1 was the use of the lesson map and
pacing guide, using data to differentiate
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 16
instruction and strategies to use with
English language learners. On-site
instructional coaches were available in
every elementary school to collaborate
with teachers as they implemented the
new K-5 literacy program.
In addition, a series of after school
modules were offered for teachers who
wanted to gain additional knowledge
related to the K-5 literacy program.
Fourth and fifth grade teachers and
principals were invited to attend a two-
day training in February to learn how to
plan for and teach the anthology
selection as the vehicle for teaching
reading strategies. Approximately half of
the fourth/fifth grade teachers attended
this event.
2007-2008
Intermediate level professional
development was offered during the
summer of 2007 as Year 2 of
implementation began. This opportunity
equipped teachers with planning tools
and time to effectively use the anthology
selection to teach general reading
strategies, word learning strategies and
the phonics-decoding strategy. Coaches
modeled effective practices and
videotaped segments from classrooms in
District 6 were shared.
After school modules were
developed and offered to enhance
effective implementation.
Recommendations from the
Implementation Review Team (external),
the Literacy Implementation Design
Team (internal), coaches, principals and
teachers guided the development of the
modules.
On-site instructional coaches were
available in every elementary school to
collaborate with teachers as they
continue to refine their instructional
practices. The focus for Year 2 was on
embedding strategy instruction into the
anthology selection, increasing student
engagement, meeting the needs of the
advanced reader, oral language
development for the English language
learner and establishing flexible
instructional focus groups that maintain
or accelerate student progress.
A cadre of literacy content leaders
was established this year. One K-2 and
one 3-5 teacher leader were selected
from each school to form this cadre. A
literacy content leader is a teacher who
would like to continue to hone his/her
skills in the teaching of reading and who
is interested in sharing what is learned
through meetings and/or coaching with
their colleagues. Literacy content leaders
were also invited to pursue the District 6
demonstration classroom teacher option.
2008-2009
Advanced Professional development
was offered in the summer of 2008. The
focus of this opportunity was effective
comprehension strategy instruction. In
addition, target training in specific
intervention programs was offered to
District 6 interventionists.
After school modules and coaching
continued as did the cadre of literacy
content leaders.
2009-2010
Foundational , Intermediate and
Advanced literacy professional
development continue to be offered in
the summer for teachers. All newly
hired teachers of reading are required to
take the foundational training before the
school year begins. Teachers who have
not yet taken the intermediate or
advanced level training have been
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 17
provided an equivalent training sequence
during Monday early release sessions.
2010-2012
A fourth tier of elementary literacy
professional development was added in
the summer of 2010 that focused on
intentional planning of the
comprehension components of the
reading curriculum. This type of
planning allows teachers the opportunity
to make decisions about the structure of
their weekly lesson plans across five
days, emphasizing the development of
anchor lessons to introduce and/or
review the comprehension strategies
taught in the Houghton Mifflin
curriculum. Teachers who attended this
professional development course
participated in facilitated planning
opportunities that focused on coherent
comprehension instruction that produces
higher level thinking in every student.
2012-present
The current focus of elementary
literacy professional development relates
to the shifts of instruction necessary to
ensure students meet the grade level
expectations outlined in the Colorado
Academic Standards. The instructional
shifts include providing students with
opportunities to: read complex text with
rich academic language, read and write
grounded in evidence from text, and use
content rich nonfiction text to build
background knowledge.
Literacy coaches continue to be
assigned to every elementary school.
There is a full time literacy coach at each
Title I school and literacy coaches shared
between non-Title 1 schools.
An implementation rubric was
created to help principals monitor
implementation and coach individual
teachers using specific feedback.
Demonstration classrooms have
been established at each grade level so
teachers from across the district can
observe the K-5 literacy program being
implemented at an exemplary level.
6. DIFFERENTIATION OF INSTRUCTION
Assessment Data
The use of valid and reliable
assessments of literacy and language
development to help teachers know what
skills students have acquired, which
students are experiencing difficulties and
which students have mastered grade
level expectations is an integral part of
the District 6 reading program. Flexible
instructional focus groups are established
to provide targeted instruction to meet
every student’s needs and accelerate the
progress of those students who are
struggling as well as those who are
advanced readers. Teachers integrate
strategies that enhance comprehensible
input, interaction and thinking skills
throughout literacy instruction for the
benefit of the English language learners.
Flexible Grouping
Differentiation can best be
accomplished through the use of flexible
grouping practices which include
frequent progress monitoring for
strategic and intensive students,
instruction that is focused on student
needs during the entire ninety minute
literacy block plus the targeted
instruction block for all students. If
students are not making sufficient
progress, teachers and principals look
first at implementation of the reading
program components before changing a
student’s instructional program.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 18
Intervention for Struggling Students
Even with systematic and explicit
grade-level instruction and instruction
that is focused on individual student
needs, some children will need
additional instruction. The best
intervention is active, aggressive, and
provided at the onset of a problem. The
best intervention is also intensive-usually
daily, with no time wasted. Therefore,
additional time is built in for students to
accelerate their learning rather than fall
further behind.
Some students with intensive needs
may be taught using a core replacement
program. In order to accomplish this,
the teacher must increase both time and
intensity for these students. English
language learners who are receiving
instruction through a core replacement
will also receive additional instruction in
oral language development that parallels
their literacy instruction.
Advanced Readers
The lesson maps are designed to
identify the priority areas on which to
focus during daily reading instruction
based on the five essential components of
reading instruction. This guidance for
teachers will be useful when working
with all types of students (i.e.
benchmark, below benchmark or well
below benchmark.) It is important to
remember that all students deserve to be
taught the critical skills and strategies
that will enable them to pronounce and
spell multi-syllabic words, learn the
meanings of unfamiliar words and
comprehend grade level and above text
at high levels.
When teachers differentiate for
various groups of students, they can
provide experiences for advanced readers
that will meet their needs and help them
to continue to accelerate their reading
growth. Teachers integrate strategies
that enhance comprehensible input,
interaction and thinking skills
throughout the literacy block for the
benefit of the English language learners.
7. COACHING
The literacy coach, along with the
principal, is responsible for supporting
and mentoring teachers as they
implement the K-5 Literacy Program.
Each Title I school has a literacy coach
assigned full-time and each non-Title I
school has a coach who works
alternating weeks at two schools. The
principal and coach work alongside
teachers to ensure that instruction is
powerful and sufficient to keep students
who are performing at or above grade
level at this level and to bring students
who are performing below grade level to
grade level within 1-2 years.
MONITORING READING PROGRAM
EFFECTIVENESS
Principals and district leadership
monitor the instructional reading
program to evaluate the level of
implementation and to judge its
effectiveness at different points during
the school year. Analysis of assessment
data and simple observation can reveal
areas where teachers need more
professional development or where
supplementary materials are required to
effectively teach certain reading
components. Principals and literacy
coaches are responsible for making sure
that teachers get the support they need.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 19
Common Schedule
Monday Schedule
TIME BLOCK INSTRUCTIONAL BLOCK MINUTES
8:25 - 8:30 Opening 5
8:30 - 10:40 Literacy & Writing 130
10:40 - 11:00 Math 20
11:00 - 11:40 Lunch / Recess 40
11:40 - 12:50 Math 70
12:50 - 1:30 Specials 40
1:30 - 2:10 Targeted Instruction 40
2:10 - 2:15 Closing 5
Tuesday-Friday Schedule
TIME BLOCK INSTRUCTIONAL BLOCK MINUTES
8:25 - 8:30 Opening 5
8:30 - 11:10 Literacy & Writing 160
11:10 - 11:50 Lunch / Recess 40
11:50 - 1:20 Math 90
1:20 - 2:10 Specials 50
2:10 - 2:50 Targeted Instruction 40
2:50 - 3:40 Science, S.S. & P.B.S. 50
3:40 - 3:45 Closing 5
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 20
Monday Schedule
TIME BLOCK
INSTRUCTIONAL BLOCK
MINUTES
8:25 - 8:30 Opening 5
8:30 - 10:40 Literacy & Writing 130
10:40 - 11:20 Lunch / Recess 40
11:20 - 12:50 Math 90
12:50 - 1:30 Targeted Instruction 40
1:30 - 2:10 Specials 40
2:10 - 2:15 Closing 5
Tuesday - Friday Schedule
TIME BLOCK INSTRUCTIONAL BLOCK MINUTES
8:25 - 8:30 Opening 5
8:30 - 11:10 Literacy & Writing 160
11:10 - 11:50 Lunch / Recess 40
11:50 - 1:20 Math 90
1:20 - 2:00 Targeted Instruction 40
2:00 - 2:50 Science, S.S. & P.B.S. 50
2:50 - 3:40 Specials 50
3:40 - 3:45 Closing 5
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 21
Monday Schedule
TIME BLOCK
INSTRUCTIONAL BLOCK
MINUTES
8:25 - 8:30 Opening 5
8:30 - 10:40 Literacy & Writing 130
10:40 - 11:20 Targeted Instruction 40
11:20 - 12:00 Lunch / Recess 40
12:00 -12:40 Specials 40
12:40 - 2:10 Math 90
2:10 - 2:15 Closing 5
Tuesday - Friday Schedule
TIME BLOCK
INSTRUCTIONAL BLOCK
MINUTES
8:25 - 8:30 Opening 5
8:30 - 11:00 Literacy & Writing 150
11:00 - 11:40 Targeted Instruction 40
11:40 - 12:20 Lunch / Recess 40
12:20 - 1:10 Specials 50
1:10 - 2:10 Science/SS/PBIS 60
2:10 - 3:40 Math 90
3:40 - 3:45 Closing 5
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 22
Monday Schedule
TIME BLOCK INSTRUCTIONAL
BLOCK MINUTES
8:25 - 8:30 Opening 5
8:30 - 9:10 Targeted Instruction 40
9:10 - 9:50 Math 40
9:50 - 10:30 Specials 40
10:30 - 11:20 Math 50
11:20 - 12:00 Writing 40
12:00 - 12:40 Lunch / Recess 40
12:40 - 2:10 Literacy 90
2:10 -2:15 Closing 5
Tuesday - Friday Schedule
TIME BLOCK INSTRUCTIONAL
BLOCK MINUTES
8:25 - 8:30 Opening 5
8:30 - 9:10 Targeted Instruction 40
9:10 - 10:10 Math 60
10:10 - 11:00 Specials 50
11:00 - 11:30 Math 30
11:30 - 12:30 Science, S.S. & P.B.S. 60
12:30 - 1:10 Lunch / Recess 40
1:10 - 3:40 Literacy & Writing 150
3:40 - 3:45 Closing 5
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 23
Monday Schedule
TIME BLOCK INSTRUCTIONAL
BLOCK MINUTES
8:25 - 8:30 Opening 5
8:30 - 9:10 Specials 40
9:10 - 9:50 Targeted Instruction 40
9:50 - 11:20 Math 90
11:20 - 12:00 Writing 40
12:00 - 12:40 Lunch / Recess 40
12:40 - 2:10 Literacy 90
2:10 - 2:15 Closing 5
Tuesday - Friday Schedule
TIME BLOCK INSTRUCTIONAL
BLOCK MINUTES
8:25 - 8:30 Opening 5
8:30 - 9:20 Specials 50
9:20 - 10:00 Targeted Instruction 40
10:00 - 11:30 Math 90
11:30 - 12:30 Science, S.S.& P.B.S. 60
12:30 - 1:10 Lunch / Recess 40
1:10 - 3:40 Literacy & Writing
150
3:40 - 3:45 Closing 5
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ents
, re
fer
to th
e st
uden
t’s A
dvan
ced
Lear
ning
Pla
n to
det
erm
ine
read
ing
exte
nsio
ns d
urin
g T
arge
ted
Inst
ruct
ion
Add
ition
ally
, see
k G
/T F
acili
tato
r an
d in
stru
ctio
nal c
oach
cou
nsel
Tie
r II -
Tar
get
ed In
stru
ctio
n(5
0 m
inut
es)
Exp
licit
inst
ruct
ion
(car
d 15
),
incl
udin
g P
honi
cs D
ecod
ing
Str
ateg
y (c
ard
16)
and
com
preh
ensi
on s
trat
egie
s, u
sing
le
vele
d bo
oks
(Ant
holo
gy, F
ic/N
F)
Jr.
Gre
at B
ooks
Tim
e in
Tex
t with
inde
pend
ent
le
vel t
ext
Ele
me
nta
ry
Re
ad
ing
R
tI2
Res
po
nse
to
In
stru
ctio
n a
nd
In
terv
enti
on
1
st G
rad
e
Tie
r I U
niv
ersa
l Co
re In
stru
ctio
n(9
0 m
inut
es)
Hou
ghto
n M
ifflin
with
Les
son
Map
s H
igh
leve
l que
stio
ning
, dis
cuss
ion
and
writ
ten
resp
onse
to li
tera
ture
Pra
ctic
e re
adin
g w
ith in
depe
nden
t lev
el te
xt
Gre
eley
-Ev
an
s S
cho
ol
Dis
tric
t 6
Div
isio
n O
f A
cad
emic
Ach
iev
emen
t
Au
gu
st 2
013
ELL
NE
P S
tude
nts
Add
ition
al O
ral L
angu
age
Dev
elop
men
t dur
ing
Writ
ing
Blo
ckN
EP
and
LE
P s
tude
nts
not d
emon
stra
ting
adeq
uate
gro
wth
will
rec
eive
targ
eted
inst
ruct
ion
for
40 m
inut
es b
y an
ELA
cer
tifie
d in
stru
ctor
. In
stru
ctio
n w
ill r
efle
ct id
entif
ied
read
ing
and/
or la
ngua
ge n
eeds
bas
ed o
n st
uden
t dat
a.
Co
mp
reh
en
sio
n
Bel
ow o
r W
ell B
elow
Ben
chm
ark
on
DIB
ELS
and
Pas
sed
all P
BA
ta
sks
(Q1-
4 ta
sks
1-5G
)
Bel
ow o
r W
ell B
elow
Ben
chm
ark
on
DIB
ELS
& F
aile
d 1
or m
ore
PB
A
task
s 5A
-F
Bel
ow o
r W
ell B
elow
Ben
chm
ark
on
DIB
ELS
and
Fai
led
PB
A ta
sk5G
onl
y
Co
mp
reh
en
sio
n w
ith
S
tru
ctu
ral A
naly
sis
an
d
Flu
en
cy
Fo
cu
sB
as
ic P
ho
nic
s F
ocu
sR
ea
din
g F
ou
nd
ati
on
s
90 m
inT
ier
III C
ore
Rep
lace
men
tA
ppro
pria
te le
vel o
f Rea
ding
M
aste
ry a
s de
term
ined
by
Rea
ding
M
aste
ry P
lace
men
t Tes
t and
R
eadi
ng M
aste
ry m
aste
ry te
sts
Add
ition
ally
, see
k in
stru
ctio
nal
coac
h co
unse
l
Co
lora
do
Acad
em
ic S
tan
dard
s
Str
ivin
g T
ier
III C
ore
Rep
lace
men
t C
rite
ria
Wel
l Bel
ow B
ench
mar
k on
D
IBE
LS; D
OR
F A
ND
Fai
led
1 or
m
ore
PB
A ta
sks
1-4
OR
As
iden
tifie
d on
an
IEP
or
th
roug
h S
TA
R T
eam
Pro
cess
Ben
chm
ark
on D
IBE
LS w
ith
som
e or
no
erro
rs o
n P
BA
Tie
r II -
Tar
get
ed In
stru
ctio
n(5
0 m
inut
es)
Jaco
b's
Ladd
er
Exp
licit
inst
ruct
ion
(car
d 15
),
incl
udin
g P
DS
(ca
rd 1
6), W
LS (
card
17
A)
and
com
preh
ensi
on s
trat
egie
s,
usin
g le
vele
d bo
oks
(Ant
holo
gy, F
ic/
NF
)T
ime
in T
ext w
ith in
depe
nden
t
leve
l tex
t
Mon
itor
fillin
g of
PB
A g
aps
Tie
r II -
Tar
get
ed In
stru
ctio
n(5
0 m
inut
es)
SIP
PS
Cha
lleng
eP
ract
ice
read
ing
with
inst
ruct
iona
l
le
vel t
ext
Exp
licit
inst
ruct
ion
(car
d 15
),
incl
udin
g P
DS
(ca
rd 1
6), W
LS (
card
17
A)
and
com
preh
ensi
on s
trat
egie
s,
usin
g le
vele
d bo
oks
(Ant
holo
gy, F
ic/
NF
) Tim
e in
Tex
t with
inst
ruct
iona
l
le
vel t
ext
Pro
gres
s m
onito
r ev
ery
2 (w
ell b
elow
) to
3 (
belo
w)
wee
ks to
ens
ure
stud
ents
ar
e on
traj
ecto
ry li
ne
Tie
r II -
Tar
get
ed In
stru
ctio
n(5
0 m
inut
es)
Pho
nics
for
Rea
ding
Tim
e in
Tex
t with
dec
odab
le
text
Pro
gres
s m
onito
r ev
ery
2 (w
ell
belo
w)
to 3
(be
low
) w
eeks
to e
nsur
e st
uden
ts a
re o
n tr
ajec
tory
line
Tie
r III
- T
arg
eted
Inst
ruct
ion
(50
min
utes
)
Pre
-tea
chin
g /
Re-
teac
hing
Con
tinue
in c
ore
repl
acem
ent
pr
ogra
m
DIB
EL
S a
nd
P
ho
nic
s B
en
ch
ma
rk A
ss
es
sm
en
t
Rea
din
g E
xte
nsio
ns
If ap
plic
able
for
spec
ific
stud
ents
, re
fer
to th
e st
uden
t’s A
dvan
ced
Lear
ning
Pla
n to
det
erm
ine
read
ing
exte
nsio
ns d
urin
g T
arge
ted
Inst
ruct
ion
Add
ition
ally
, see
k G
/T F
acili
tato
r an
d in
stru
ctio
nal c
oach
cou
nsel
Tie
r II -
Tar
get
ed In
stru
ctio
n(5
0 m
inut
es)
Will
iam
and
Mar
yJa
cob'
s La
dder
Exp
licit
inst
ruct
ion
(car
d 15
),
incl
udin
g P
DS
(ca
rd 1
6), W
LS (
card
17
A)
and
com
preh
ensi
on
stra
tegi
es, u
sing
leve
led
book
s (A
ntho
logy
, Fic
/NF
)T
ime
in T
ext w
ith in
depe
nden
t
leve
l tex
t
Ele
me
nta
ry
Re
ad
ing
R
tI2
Res
po
nse
to
In
stru
ctio
n a
nd
In
terv
enti
on
2
nd G
rad
e
Tie
r I U
niv
ersa
l Co
re In
stru
ctio
n(9
0 m
inut
es)
Hou
ghto
n M
ifflin
with
Les
son
Map
s H
igh
leve
l que
stio
ning
, dis
cuss
ion
and
writ
ten
resp
onse
to li
tera
ture
Pra
ctic
e re
adin
g w
ith in
depe
nden
t lev
el te
xt
Ana
lyze
DIB
ELS
Boo
klet
s an
d lis
ten
to s
tude
nt r
ead
for
furt
her
diag
nosi
s (i.
e. m
iscu
es o
f wor
ds
with
Gre
ek/L
atin
roo
ts, i
rreg
ular
w
ords
, rat
e,et
c.)
Gre
eley
-Ev
an
s S
cho
ol
Dis
tric
t 6
Div
isio
n O
f A
cad
emic
Ach
iev
emen
t
Au
gu
st 2
013
Co
mp
reh
en
sio
n
Bel
ow o
r W
ell B
elow
Ben
chm
ark
on
DIB
ELS
and
Pas
sed
all P
BA
ta
sks
(Qtr
. 1-4
task
s 1-
5H)
Bel
ow o
r W
ell B
elow
Ben
chm
ark
on
DIB
ELS
and
Fai
led
1 or
mor
e P
BA
ta
sks
5A-F
Bel
ow o
r W
ell B
elow
Ben
chm
ark
on
DIB
ELS
and
Fai
led
PB
A ta
sks
(Qtr
. 1-4
task
s 1-
5H)
Bas
ic P
ho
nic
s F
ocu
sR
ea
din
g F
ou
nd
ati
on
s
Ele
me
nta
ry
Re
ad
ing
R
tI2
Res
po
nse
to
In
stru
ctio
n a
nd
In
terv
enti
on
3
rd G
rad
e
Rea
din
g E
xte
nsio
ns
90 m
inT
ier
III C
ore
Rep
lace
men
t W
illia
m a
nd M
ary
HM
tem
plat
es 1
0, 1
5, 1
6, 1
7a, 1
7b
and
com
preh
ensi
on s
trat
egie
s in
tegr
ated
into
Will
iam
and
Mar
y un
its A
dditi
onal
use
of J
acob
’s L
adde
r fo
r no
n-fic
tion
text
.
90 m
inT
ier
III C
ore
Rep
lace
men
tA
ppro
pria
te le
vel o
f Rea
ding
M
aste
ry a
s de
term
ined
by
Rea
ding
M
aste
ry P
lace
men
t Tes
t and
R
eadi
ng M
aste
ry m
aste
ry te
sts
Add
ition
ally
, see
k in
stru
ctio
nal
coac
h co
unse
l
Co
lora
do
Acad
em
ic S
tan
dard
s
Ad
van
ced
Tie
r III
Co
re
Rep
lace
men
t C
rite
ria
Ben
chm
ark
on D
IBE
LS; D
OR
F a
nd
D
aze
Der
ivat
iona
l Ear
ly S
tage
on
S
pelli
ng u
sing
Wor
ds T
heir
Way
Prio
r Y
ear
2nd G
rade
Inte
grat
ed
T
hem
e T
ests
5 o
ut o
f 6 s
core
90-
100%
Pas
sed
all t
asks
on
PB
A a
t 80-
10
0%
Str
ivin
g T
ier
III C
ore
Rep
lace
men
t C
rite
ria
Wel
l Bel
ow B
ench
mar
k on
D
IBE
LS; D
OR
F A
ND
Fai
led
1 or
m
ore
of P
BA
task
s 1-
4O
R A
s id
entif
ied
on a
n IE
P o
r
thro
ugh
ST
AR
Tea
m P
roce
ss
Ben
chm
ark
on D
IBE
LS a
nd
Fai
led
1 or
mor
e A
dvan
ced
Tie
r III
crit
eria
Tie
r II -
Tar
get
ed In
stru
ctio
n(4
0 m
inut
es)
Jaco
b's
Ladd
er
Exp
licit
inst
ruct
ion
(car
d 15
),
incl
udin
g P
DS
(ca
rd 1
6), W
LS (
card
17
A)
and
com
preh
ensi
on s
trat
egie
s,
usin
g le
vele
d bo
oks
(Ant
holo
gy, F
ic/
NF
)T
ime
in T
ext w
ith in
depe
nden
t
leve
l tex
t
Mon
itor
fillin
g of
PB
A g
aps
Tie
r II -
Tar
get
ed In
stru
ctio
n(4
0 m
inut
es)
SIP
PS
Cha
lleng
eP
ract
ice
read
ing
with
inst
ruct
iona
l
le
vel t
ext
Exp
licit
inst
ruct
ion
(car
d 15
),
incl
udin
g P
DS
(ca
rd 1
6), W
LS (
card
17
A)
and
com
preh
ensi
on s
trat
egie
s,
usin
g le
vele
d bo
oks
(Ant
holo
gy, F
ic/
NF
) Tim
e in
Tex
t with
inst
ruct
iona
l
le
vel t
ext
Pro
gres
s m
onito
r ev
ery
2 (w
ell b
elow
) to
3 (
belo
w)
wee
ks to
ens
ure
stud
ents
ar
e on
traj
ecto
ry li
ne
Tie
r II -
Tar
get
ed In
stru
ctio
n(4
0 m
inut
es)
Pho
nics
for
Rea
ding
Tim
e in
Tex
t with
dec
odab
le
text
Pro
gres
s m
onito
r ev
ery
2 (w
ell
belo
w)
to 3
(be
low
) w
eeks
to e
nsur
e st
uden
ts a
re o
n tr
ajec
tory
line
Tie
r III -
Tar
get
ed In
stru
ctio
n(4
0 m
inut
es)
Jaco
b's
Ladd
erC
ontin
ue W
illia
m a
nd M
ary
less
on E
xplic
it in
stru
ctio
n (c
ard
15),
in
clud
ing
PD
S (
card
16)
, WLS
(ca
rd
17A
) an
d co
mpr
ehen
sion
st
rate
gies
, usi
ng le
vele
d bo
oks
(Ant
holo
gy, F
ic/N
F)
Tim
e in
Tex
t with
inde
pend
ent
le
vel t
ext
Tie
r III
- T
arg
eted
Inst
ruct
ion
(40
min
utes
)
Pre
-tea
chin
g /
Re-
teac
hing
Con
tinue
in c
ore
repl
acem
ent
pr
ogra
m
DIB
EL
S a
nd
P
ho
nic
s B
en
ch
ma
rk A
ss
es
sm
en
t
ELL
NE
P S
tude
nts
Add
ition
al O
ral L
angu
age
Dev
elop
men
t dur
ing
Writ
ing
Blo
ckN
EP
and
LE
P s
tude
nts
not d
emon
stra
ting
adeq
uate
gro
wth
will
rec
eive
targ
eted
inst
ruct
ion
for
40 m
inut
es b
y an
ELA
cer
tifie
d in
stru
ctor
. In
stru
ctio
n w
ill r
efle
ct id
entif
ied
read
ing
and/
or la
ngua
ge n
eeds
bas
ed o
n st
uden
t dat
a.
Tie
r I U
niv
ersa
l Co
re In
stru
ctio
n(9
0 m
inut
es)
Hou
ghto
n M
ifflin
with
Les
son
Map
s H
igh
leve
l que
stio
ning
, dis
cuss
ion
and
writ
ten
resp
onse
to li
tera
ture
Pra
ctic
e re
adin
g w
ith in
depe
nden
t lev
el te
xt
Ana
lyze
DIB
ELS
Boo
klet
s an
d lis
ten
to s
tude
nt r
ead
for
furt
her
diag
nosi
s (i.
e. m
iscu
es o
f wor
ds
with
Gre
ek/L
atin
roo
ts, i
rreg
ular
w
ords
, rat
e,et
c.)
Co
mp
reh
en
sio
n w
ith
S
tru
ctu
ral A
naly
sis
an
d
Flu
en
cy
Fo
cu
s
Gre
eley
-Ev
an
s S
cho
ol
Dis
tric
t 6
Div
isio
n O
f A
cad
emic
Ach
iev
emen
t
Au
gu
st 2
013
DIB
EL
S a
nd
P
ho
nic
s B
en
ch
ma
rk A
ss
es
sm
en
t
Co
mp
reh
en
sio
n
Bel
ow o
r W
ell B
elow
Ben
chm
ark
on D
IBE
LS a
nd P
asse
d al
l PB
A
task
s 5A
-H
Bel
ow o
r W
ell B
elow
Ben
chm
ark
on
DIB
ELS
& F
aile
d 1
or m
ore
PB
A
task
s 5A
-F
Bel
ow o
r W
ell B
elow
Ben
chm
ark
on
DIB
ELS
and
Fai
led
PB
A ta
sks
5G
an
d/or
5H
(O
NLY
)
Bas
ic P
ho
nic
s F
ocu
sR
ea
din
g F
ou
nd
ati
on
s
Ele
me
nta
ry
Re
ad
ing
R
tI2
Res
po
nse
to
In
stru
ctio
n a
nd
In
terv
enti
on
4
th G
rad
e
Rea
din
g E
xte
nsio
ns
90 m
inT
ier
III C
ore
Rep
lace
men
t W
illia
m a
nd M
ary
HM
tem
plat
es 1
0, 1
5, 1
6, 1
7a, 1
7b
and
com
preh
ensi
on s
trat
egie
s in
tegr
ated
into
Will
iam
and
Mar
y un
its A
dditi
onal
use
of J
acob
’s L
adde
r fo
r no
n-fic
tion
text
.
Co
lora
do
Acad
em
ic S
tan
dard
s
Ad
van
ced
Tie
r III
Co
re
Rep
lace
men
t C
rite
ria
TC
AP
Hig
h P
or
Adv
.-P
rior
Spr
ing
Der
ivat
iona
l Ear
ly S
tage
on
S
pelli
ng u
sing
Wor
ds T
heir
Way
Ben
chm
ark
on D
IBE
LS; D
OR
F a
nd
D
aze
Pas
sed
all t
asks
on
PB
A a
t 80-
10
0%
Str
ivin
g T
ier
III C
ore
Rep
lace
men
t C
rite
ria
Wel
l Bel
ow B
ench
mar
k on
D
IBE
LS; D
OR
F A
ND
Fai
led
1 or
m
ore
PB
A ta
sks
1-4
OR
As
iden
tifie
d on
an
IEP
or
th
roug
h S
TA
R T
eam
Pro
cess
Ben
chm
ark
on D
IBE
LS a
nd
Fai
led
1 or
mor
e A
dvan
ced
Tie
r III
crit
eria
ELL
NE
P S
tude
nts
Add
ition
al O
ral L
angu
age
Dev
elop
men
t dur
ing
Writ
ing
Blo
ckN
EP
and
LE
P s
tude
nts
not d
emon
stra
ting
adeq
uate
gro
wth
will
rec
eive
targ
eted
inst
ruct
ion
for
40 m
inut
es b
y an
ELA
cer
tifie
d in
stru
ctor
. In
stru
ctio
n w
ill r
efle
ct id
entif
ied
read
ing
and/
or la
ngua
ge n
eeds
bas
ed o
n st
uden
t dat
a.
Tie
r I U
niv
ersa
l Co
re In
stru
ctio
n(9
0 m
inut
es)
Hou
ghto
n M
ifflin
with
Les
son
Map
s H
igh
leve
l que
stio
ning
, dis
cuss
ion
and
writ
ten
resp
onse
to li
tera
ture
Pra
ctic
e re
adin
g w
ith in
depe
nden
t lev
el te
xt
Tie
r II -
Tar
get
ed In
stru
ctio
n(4
0 m
inut
es)
Jaco
b's
Ladd
er
Exp
licit
inst
ruct
ion
(car
d 15
),
incl
udin
g P
DS
(ca
rd 1
6), W
LS (
card
17
A)
and
com
preh
ensi
on s
trat
egie
s,
usin
g le
vele
d bo
oks
(Ant
holo
gy, F
ic/
NF
)T
ime
in T
ext w
ith in
depe
nden
t
leve
l tex
t
Mon
itor
fillin
g of
PB
A g
aps
Tie
r II -
Tar
get
ed In
stru
ctio
n(4
0 m
inut
es)
SIP
PS
Cha
lleng
eP
ract
ice
read
ing
with
inst
ruct
iona
l
le
vel t
ext
Exp
licit
inst
ruct
ion
(car
d 15
),
incl
udin
g P
DS
(ca
rd 1
6), W
LS (
card
17
A)
and
com
preh
ensi
on s
trat
egie
s,
usin
g le
vele
d bo
oks
(Ant
holo
gy, F
ic/
NF
) Tim
e in
Tex
t with
inst
ruct
iona
l
le
vel t
ext
Pro
gres
s m
onito
r ev
ery
2 (w
ell b
elow
) to
3 (
belo
w)
wee
ks to
ens
ure
stud
ents
ar
e on
traj
ecto
ry li
ne
Tie
r II -
Tar
get
ed In
stru
ctio
n(4
0 m
inut
es)
Pho
nics
for
Rea
ding
Tim
e in
Tex
t with
dec
odab
le
text
Pro
gres
s m
onito
r ev
ery
2 (w
ell
belo
w)
to 3
(be
low
) w
eeks
to e
nsur
e st
uden
ts a
re o
n tr
ajec
tory
line
Tie
r III -
Tar
get
ed In
stru
ctio
n(4
0 m
inut
es)
Jaco
b's
Ladd
erC
ontin
ue W
illia
m a
nd M
ary
less
on E
xplic
it in
stru
ctio
n (c
ard
15),
in
clud
ing
PD
S (
card
16)
, WLS
(ca
rd
17A
) an
d co
mpr
ehen
sion
st
rate
gies
, usi
ng le
vele
d bo
oks
(Ant
holo
gy, F
ic/N
F)
Tim
e in
Tex
t with
inde
pend
ent
le
vel t
ext
Tie
r III
- T
arg
eted
Inst
ruct
ion
(40
min
utes
)
Pre
-tea
chin
g /
Re-
teac
hing
Con
tinue
in c
ore
repl
acem
ent
pr
ogra
m
Co
mp
reh
en
sio
n w
ith
S
tru
ctu
ral A
naly
sis
an
d
Flu
en
cy
Fo
cu
s
90 m
inT
ier
III C
ore
Rep
lace
men
tA
ppro
pria
te le
vel o
f Rea
ding
M
aste
ry a
s de
term
ined
by
Rea
ding
M
aste
ry P
lace
men
t Tes
t and
R
eadi
ng M
aste
ry m
aste
ry te
sts
Add
ition
ally
, see
k in
stru
ctio
nal
coac
h co
unse
l
Ana
lyze
DIB
ELS
Boo
klet
s an
d lis
ten
to s
tude
nt r
ead
for
furt
her
diag
nosi
s (i.
e. m
iscu
es o
f wor
ds
with
Gre
ek/L
atin
roo
ts, i
rreg
ular
w
ords
, rat
e,et
c.)
Gre
eley
-Ev
an
s S
cho
ol
Dis
tric
t 6
Div
isio
n O
f A
cad
emic
Ach
iev
emen
t
Au
gu
st 2
013
DIB
EL
S a
nd
P
ho
nic
s B
en
ch
ma
rk A
ss
es
sm
en
t
Co
mp
reh
en
sio
n
Bel
ow o
r W
ell B
elow
Ben
chm
ark
on D
IBE
LS a
nd P
asse
d al
l PB
A
task
s 5A
-H
Bel
ow o
r W
ell B
elow
Ben
chm
ark
on
DIB
ELS
& F
aile
d 1
or m
ore
PB
A
task
s 5A
-F
Bel
ow o
r W
ell B
elow
Ben
chm
ark
on
DIB
ELS
and
Fai
led
PB
A ta
sks
5G
an
d/or
5H
(O
NLY
)
Bas
ic P
ho
nic
s F
ocu
sR
ea
din
g F
ou
nd
ati
on
s
Ele
me
nta
ry
Re
ad
ing
R
tI2
Res
po
nse
to
In
stru
ctio
n a
nd
In
terv
enti
on
5
th G
rad
e
Rea
din
g E
xte
nsio
ns
90 m
inT
ier
III C
ore
Rep
lace
men
t W
illia
m a
nd M
ary
HM
tem
plat
es 1
0, 1
5, 1
6, 1
7a, 1
7b
and
com
preh
ensi
on s
trat
egie
s in
tegr
ated
into
Will
iam
and
Mar
y un
its A
dditi
onal
use
of J
acob
’s L
adde
r fo
r no
n-fic
tion
text
.
Co
lora
do
Acad
em
ic S
tan
dard
s
Ad
van
ced
Tie
r III
Co
re
Rep
lace
men
t C
rite
ria
TC
AP
Hig
h P
or
Adv
.-P
rior
Spr
ing
Der
ivat
iona
l Mid
dle
Sta
ge o
n
Spe
lling
usi
ng W
ords
The
ir W
ay B
ench
mar
k on
DIB
ELS
; DO
RF
and
Daz
e P
asse
d al
l tas
ks o
n P
BA
at 8
0-
100%
Str
ivin
g T
ier
III C
ore
Rep
lace
men
t C
rite
ria
Wel
l Bel
ow B
ench
mar
k on
D
IBE
LS; D
OR
F A
ND
Fai
led
1 or
m
ore
PB
A ta
sks
1-4
OR
As
iden
tifie
d on
an
IEP
or
th
roug
h S
TA
R T
eam
Pro
cess
Ben
chm
ark
on D
IBE
LS a
nd
Fai
led
1 or
mor
e A
dvan
ced
Tie
r III
crit
eria
ELL
NE
P S
tude
nts
Add
ition
al O
ral L
angu
age
Dev
elop
men
t dur
ing
Writ
ing
Blo
ckN
EP
and
LE
P s
tude
nts
not d
emon
stra
ting
adeq
uate
gro
wth
will
rec
eive
targ
eted
inst
ruct
ion
for
40 m
inut
es b
y an
ELA
cer
tifie
d in
stru
ctor
. In
stru
ctio
n w
ill r
efle
ct id
entif
ied
read
ing
and/
or la
ngua
ge n
eeds
bas
ed o
n st
uden
t dat
a.
Tie
r I U
niv
ersa
l Co
re In
stru
ctio
n(9
0 m
inut
es)
Hou
ghto
n M
ifflin
with
Les
son
Map
s H
igh
leve
l que
stio
ning
, dis
cuss
ion
and
writ
ten
resp
onse
to li
tera
ture
Pra
ctic
e re
adin
g w
ith in
depe
nden
t lev
el te
xt
Tie
r II -
Tar
get
ed In
stru
ctio
n(4
0 m
inut
es)
Jaco
b's
Ladd
er
Exp
licit
inst
ruct
ion
(car
d 15
),
incl
udin
g P
DS
(ca
rd 1
6), W
LS (
card
17
A)
and
com
preh
ensi
on s
trat
egie
s,
usin
g le
vele
d bo
oks
(Ant
holo
gy, F
ic/
NF
)T
ime
in T
ext w
ith in
depe
nden
t
leve
l tex
t
Mon
itor
fillin
g of
PB
A g
aps
Tie
r II -
Tar
get
ed In
stru
ctio
n(4
0 m
inut
es)
SIP
PS
Cha
lleng
eP
ract
ice
read
ing
with
inst
ruct
iona
l
le
vel t
ext
Exp
licit
inst
ruct
ion
(car
d 15
),
incl
udin
g P
DS
(ca
rd 1
6), W
LS (
card
17
A)
and
com
preh
ensi
on s
trat
egie
s,
usin
g le
vele
d bo
oks
(Ant
holo
gy, F
ic/
NF
) Tim
e in
Tex
t with
inst
ruct
iona
l
le
vel t
ext
Pro
gres
s m
onito
r ev
ery
2 (w
ell b
elow
) to
3 (
belo
w)
wee
ks to
ens
ure
stud
ents
ar
e on
traj
ecto
ry li
ne
Tie
r II -
Tar
get
ed In
stru
ctio
n(4
0 m
inut
es)
Pho
nics
for
Rea
ding
Tim
e in
Tex
t with
dec
odab
le
text
Pro
gres
s m
onito
r ev
ery
2 (w
ell
belo
w)
to 3
(be
low
) w
eeks
to e
nsur
e st
uden
ts a
re o
n tr
ajec
tory
line
Tie
r III -
Tar
get
ed In
stru
ctio
n(4
0 m
inut
es)
Jaco
b's
Ladd
erC
ontin
ue W
illia
m a
nd M
ary
less
on E
xplic
it in
stru
ctio
n (c
ard
15),
in
clud
ing
PD
S (
card
16)
, WLS
(ca
rd
17A
) an
d co
mpr
ehen
sion
st
rate
gies
, usi
ng le
vele
d bo
oks
(Ant
holo
gy, F
ic/N
F)
Tim
e in
Tex
t with
inde
pend
ent
le
vel t
ext
Tie
r III
- T
arg
eted
Inst
ruct
ion
(40
min
utes
)
Pre
-tea
chin
g /
Re-
teac
hing
Con
tinue
in c
ore
repl
acem
ent
pr
ogra
m
90 m
inT
ier
III C
ore
Rep
lace
men
tA
ppro
pria
te le
vel o
f Rea
ding
M
aste
ry a
s de
term
ined
by
Rea
ding
M
aste
ry P
lace
men
t Tes
t and
R
eadi
ng M
aste
ry m
aste
ry te
sts
Add
ition
ally
, see
k in
stru
ctio
nal
coac
h co
unse
l
Co
mp
reh
en
sio
n w
ith
S
tru
ctu
ral A
naly
sis
an
d
Flu
en
cy
Fo
cu
s
Ana
lyze
DIB
ELS
Boo
klet
s an
d lis
ten
to s
tude
nt r
ead
for
furt
her
diag
nosi
s (i.
e. m
iscu
es o
f wor
ds
with
Gre
ek/L
atin
roo
ts, i
rreg
ular
w
ords
, rat
e,et
c.)
Gre
eley
-Ev
an
s S
cho
ol
Dis
tric
t 6
Div
isio
n O
f A
cad
emic
Ach
iev
emen
t
Au
gu
st 2
013
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 30
Literacy Program Continuum for Teacher Development
Summary
Ju
ly 3
, 2
013
Pa
ge
1 o
f 4
K –
5 R
ea
din
g P
ro
gr
am
Ob
se
rv
ati
on
To
ol
Topic
: Belo
w B
asi
c
Basi
c
Part
ially P
rofi
cie
nt
Pro
ficie
nt
Post
ed L
earn
ing A
ids:
The p
ost
ed learn
ing a
ids
pro
vid
ed b
y t
he d
istr
ict
cre
ate
consi
stency a
cro
ss t
he d
istr
ict,
and g
ive s
tudents
vis
ual cues
to h
elp
them
apply
lit
era
cy
stra
tegie
s and s
kills
.
Po
st l
earn
ing
aid
s
QU
AL
ITY
S
TA
ND
AR
D 1
d
D
istr
ict
lea
rnin
g a
ids
are
no
t v
isib
le o
r a
cces
sib
le b
y
stu
den
ts.
P
ost
ed l
earn
ing
aid
s ex
ist,
bu
t th
eir
pla
cem
ent
is i
nco
nv
enie
nt
an
d t
hey
a
re n
ot
refe
ren
ced
to
du
rin
g
ap
pro
pri
ate
pa
rts
of
inst
ruct
ion
.
S
ou
nd
/sp
elli
ng
ca
rds
an
d s
tra
teg
y
po
ster
s a
re t
urn
ed a
pp
rop
ria
tely
bu
t a
re o
nly
ref
eren
ced
du
rin
g
inst
ruct
ion
.
S
ou
nd
/sp
ell
ing
ca
rd
s a
nd
str
ate
gy
p
oste
rs a
re
tu
rn
ed
ap
pr
op
ria
tely
a
nd
ar
e i
nte
gr
ate
d a
nd
re
fer
re
d
to t
hr
ou
gh
ou
t th
e l
es
so
n.
S
tud
ents
ma
y h
av
e in
div
idu
al
cop
ies
of
the
lea
rnin
g a
ids.
Cla
ssro
om
Clim
ate
and P
lannin
g:
The f
ollow
ing s
tructu
res
are
in p
lace t
o p
rovid
e a
support
ive learn
ing e
nvir
onm
ent
for
all s
tudents
. Pla
nnin
g e
nsu
res
that
inst
ructi
on
is e
ffecti
ve,
eff
icie
nt,
and e
ngagin
g.
Dem
on
stra
te
evid
ence
of
pla
nn
ing
a
nd
pre
pa
rati
on
U
se o
f le
sso
n m
ap
H
M t
each
er’s
m
an
ua
l
QU
AL
ITY
S
TA
ND
AR
D I
a
T
each
er m
ay
be
rea
din
g t
he
less
on
ma
p f
or
the
firs
t ti
me
w
hil
e in
stru
ctin
g.
T
each
er e
xcl
usi
vel
y u
ses
the
less
on
ma
p a
s th
e le
sso
n p
lan
.
T
each
er f
req
uen
tly
rea
ds
less
on
ma
p
an
d/o
r H
ou
gh
ton
Mif
flin
tea
cher
’s
ma
nu
al.
T
each
er f
oll
ow
s th
e L
esso
n M
ap
as
it
is w
ritt
en w
ith
ou
t a
dju
stin
g t
o m
eet
the
inst
ruct
ion
al
nee
ds
of
the
stu
den
ts.
T
each
er o
nly
use
s th
e p
ract
ice
pa
ges
a
s w
ritt
en.
T
each
er f
req
uen
tly
ref
ers
to l
ess
on
m
ap
an
d/o
r H
ou
gh
ton
Mif
flin
te
ach
er’s
ma
nu
al.
C
om
po
nen
ts o
f le
sso
n m
ap
flo
w
T
each
er a
dju
sts
the
an
tho
log
y s
tory
to
m
eet
the
inst
ruct
ion
al
nee
ds
of
the
stu
den
ts.
T
each
er m
ost
ly f
oll
ow
s th
e L
esso
n
Ma
p f
or
pa
cin
g a
nd
fo
cus.
T
each
er u
ses
a g
rap
hic
org
an
izer
fo
r a
sp
ecif
ic d
ay
’s f
ocu
s, b
ut
do
es n
ot
bu
ild
acr
oss
th
e w
eek
.
T
each
er p
lan
s fo
r th
e fi
ve
-da
y p
erio
d,
un
der
sta
nd
ing
ho
w t
he
pie
ces
fit
wit
h
Ho
ug
hto
n M
iffl
in a
nd
th
e L
ess
on
M
ap
s.
T
each
er a
dju
sts
the
pla
ns
as
nec
essa
ry
wit
hin
th
e fi
ve-
da
y p
erio
d t
o m
eet
the
inst
ruct
ion
al
nee
ds
of
the
stu
den
ts.
T
each
er u
ses
a f
ocu
s q
ue
stio
n t
o g
uid
e th
e in
stru
ctio
n f
or
the
wee
k,
an
d
crea
tes
an
ass
essm
ent
for
tha
t q
ues
tio
n.
T
each
er c
ho
ose
s a
n i
nst
ruct
ion
al
act
ivit
y t
o t
rack
stu
den
t th
ink
ing
acr
oss
th
e w
eek
.
Est
ab
lish
cla
ssro
om
ro
uti
nes
an
d
pro
ced
ure
s
QU
AL
ITY
S
TA
ND
AR
D I
f, I
Ia,
IIf,
III
e,
IIIf
C
lass
roo
m r
ou
tin
es a
nd
p
roce
du
res
are
no
t es
tab
lish
ed.
S
tud
ents
are
no
t en
ga
ged
in
th
e in
stru
ctio
n.
T
each
er t
ak
es e
ver
y r
esp
on
se
“as-
is”
an
d m
ov
es o
n w
ith
ou
t co
mm
ent.
S
tud
ents
ma
y b
e u
nsu
re o
f ro
uti
nes
a
nd
ex
pec
tati
on
s o
f th
e cl
ass
roo
m.
T
ime
ma
y b
e lo
st a
s te
ach
er
freq
uen
tly
red
ire
cts
stu
den
ts.
E
ng
ag
emen
t a
ctiv
itie
s a
re u
sed
to
k
eep
stu
de
nts
’ att
enti
on
bu
t m
ay
la
ck
inst
ruct
ion
al
rele
va
nce
.
T
each
er s
om
etim
es a
sks
for
com
ple
te
sen
ten
ces
or
resp
on
ses,
bu
t it
is
no
t th
e n
orm
.
S
tud
ents
un
der
sta
nd
est
ab
lish
ed
rou
tin
es a
nd
ex
pec
tati
on
s.
T
each
er m
ay
nee
d t
o r
edir
ect
stu
den
ts.
E
ng
ag
emen
t a
ctiv
itie
s a
re i
nte
gra
ted
in
to t
he
lite
racy
blo
ck t
o e
nh
an
ce
inst
ruct
ion
an
d f
ocu
s st
ud
ent
att
enti
on
.
A
nsw
ers
are
no
t a
ccep
ted
if
no
t in
co
mp
lete
sen
ten
ce f
orm
at.
S
tud
ents
in
dep
end
entl
y d
emo
nst
rate
es
tab
lish
ed r
ou
tin
es a
nd
ex
pec
tati
on
s.
E
ng
ag
em
en
t a
cti
vit
ies
ar
e
inte
gr
ate
d i
nto
th
e l
ite
ra
cy
blo
ck
to
en
ha
nc
e i
nstr
uc
tio
n a
nd
fo
cu
s
stu
de
nt
att
en
tio
n.
O
pp
or
tun
itie
s e
xis
t th
ro
ug
ho
ut
the
le
sso
n f
or
stu
de
nts
to
e
xp
er
ien
ce
le
arn
ing
th
at
is
en
ga
gin
g,
pr
ov
ok
ing
, a
nd
a
pp
ea
lin
g.
T
ea
ch
er
ha
s s
et
an
ex
pe
cta
tio
n
tha
t s
tud
en
ts a
nsw
er
in
co
mp
lete
se
nte
nc
es.
T
ea
ch
er
pr
ov
ide
s o
pp
or
tun
itie
s t
o
wo
rk
in
co
op
er
ati
ve
gr
ou
ps
Ju
ly 3
, 2
013
Pa
ge
2 o
f 4
Topic
: Belo
w B
asi
c
Basi
c
Part
ially P
rofi
cie
nt
Pro
ficie
nt
Tem
pla
tes:
Tem
pla
tes
revie
w p
revio
usl
y t
aught
skills
and s
upport
dir
ect
inst
ructi
on,
acti
ve p
art
icip
ati
on,
and s
tudent
engagem
ent
by incorp
ora
ting e
ffecti
ve inst
ructi
onal
techniq
ues.
Dec
od
ab
le T
exts
K
-2
QU
AL
ITY
S
TA
ND
AR
D I
b
N
o d
eco
da
ble
tex
t te
mp
late
is
use
d,
or
a t
emp
late
is
use
d t
ha
t d
oes
no
t m
eet
th
e st
ud
en
ts’
inst
ruct
ion
al
nee
ds
T
each
er d
oes
mo
st o
f th
e re
ad
ing
an
d/o
r le
ad
s st
ud
ents
th
rou
gh
a p
ictu
re w
alk
of
the
bo
ok
N
o e
vid
ence
of
erro
r co
rrec
tio
n.
T
he
pro
ced
ure
is
fra
gm
ente
d a
nd
/or
pa
rtia
lly
ta
ug
ht
cau
sin
g u
nis
on
ora
l re
spo
nse
to
be
hit
-an
d-m
iss
A
pp
rop
ria
te d
eco
da
ble
tex
t te
mp
late
is
use
d,
bu
t w
ith
in
acc
ura
te
pro
ced
ure
.
A
n e
rro
r co
rrec
tio
n t
ech
niq
ue
is u
sed
, b
ut
ma
y n
ot
be
use
d a
pp
rop
ria
tely
or
con
sist
entl
y,
S
tud
ents
re
spo
nd
ora
lly
in
un
iso
n
T
he
tea
cher
is
usi
ng
th
e a
pp
rop
ria
te
dec
od
ab
le t
ext
tem
pla
te t
ha
t p
rov
ides
th
e ri
gh
t a
mo
un
t o
f su
pp
ort
T
he
tea
cher
use
s a
n a
pp
rop
ria
te e
rro
r co
rrec
tio
n t
ech
niq
ue,
bu
t m
ay
no
t p
rom
pt
stu
den
ts c
on
sist
entl
y.
S
tud
ents
re
spo
nd
ora
lly
in
un
iso
n.
T
each
er m
on
ito
rs a
nd
co
rrec
ts e
rro
rs t
o
ma
ster
y.
T
he
tea
cher
use
s th
e a
pp
rop
ria
te
dec
od
ab
le t
ext
tem
pla
te t
ha
t p
rov
ides
th
e ri
gh
t a
mo
un
t o
f su
pp
ort
.
T
he
tea
cher
co
nsi
sten
tly
use
s a
n
ap
pro
pri
ate
err
or
corr
ecti
on
tec
hn
iqu
e (S
top
! T
ha
t w
ord
is…
or
the
PD
S).
Tem
pla
tes
QU
AL
ITY
S
TA
ND
AR
D I
b
T
each
er d
oes
no
t st
ate
pu
rpo
se
of
task
.
S
ign
als
are
no
t co
nsi
sten
t w
ith
te
mp
late
pro
ced
ure
s
C
orr
ecti
on
pro
ced
ure
is
no
t u
tili
zed
In
div
idu
al
turn
s a
re n
ot
use
d
du
rin
g t
emp
late
s.
T
each
er n
am
es t
ask
, b
ut
do
es n
ot
exp
lain
it
in a
mea
nin
gfu
l w
ay
, o
r p
rov
ide
a p
urp
ose
.
T
each
er i
s p
red
icta
ble
; b
ut
the
lack
of
pre
cisi
on
in
th
e fo
cus,
wa
it t
ime,
an
d
sig
na
l fo
r re
spo
nse
all
ow
so
me
st
ud
ents
to
ech
o o
ther
s.
T
he
tea
cher
so
met
imes
pro
vid
es
corr
ecti
on
of
mis
sed
ite
m u
sin
g “
my
tu
rn,
yo
ur
turn
,” b
ut
is n
ot
con
sist
ent,
or
nec
ess
ari
ly a
ccu
rate
in
p
roce
du
re.
S
tud
ents
are
ca
lled
on
in
a p
red
icta
ble
o
rder
, so
on
ly o
ne
stu
den
t is
re
all
y
pra
ctic
ing
.
T
each
er r
ead
s o
r n
am
es
task
s in
a
mea
nin
gfu
l w
ay
.
T
each
er’s
fo
cus,
wa
it t
ime,
an
d s
ign
al
for
resp
on
se e
lici
t u
nis
on
ora
l re
spo
nse
.
T
each
er p
rov
ides
co
rrec
tio
n
pro
ced
ure
fo
r er
rors
an
d s
om
eti
me
s w
hen
stu
de
nts
are
no
t re
spo
nd
ing
in
u
nis
on
.
T
each
er p
rov
ides
in
div
idu
al
turn
s, b
ut
do
es s
o r
an
do
mly
an
d w
ith
ou
t p
urp
ose
.
T
ea
ch
er
ex
pla
ins e
ac
h t
ask
in
a
me
an
ing
ful
wa
y.
S
tud
ents
ca
n v
oca
lize
wh
at
is b
ein
g
do
ne
an
d w
hy
.
T
each
er’s
fo
cus,
wa
it t
ime,
an
d s
ign
al
for
resp
on
se e
lici
t 10
0%
un
iso
n o
ral
resp
on
se.
T
each
er m
ain
tain
s p
erk
y p
ace
an
d
inte
ract
s w
ith
stu
den
ts.
T
each
er c
on
sist
entl
y u
tili
zes
corr
ecti
on
p
roce
du
res
for
erro
rs a
nd
wh
en
st
ud
ents
are
no
t re
spo
nd
ing
in
un
iso
n.
T
each
er p
rov
ides
in
div
idu
al
turn
s a
s a
p
urp
ose
ful
chec
k f
or
un
der
sta
nd
ing
a
nd
in
res
po
nse
to
err
ors
ma
de
du
rin
g
the
tem
pla
te.
Explicit
Phonic
s Less
on:
An e
xplicit
phonic
s le
sson t
eaches
students
to c
onvert
spellin
gs
into
sounds,
ble
nd t
he s
ounds
to f
orm
recogniz
able
word
s, d
ecode t
he w
ord
s in
text,
and e
ncode t
he w
ord
s in
dic
tati
on.
K-2
Fo
llo
w s
tep
s in
ex
pli
cit
ph
on
ics
less
on
P
ho
nem
ic
aw
are
nes
s w
arm
-u
p
S
ou
nd
/sp
elli
ng
B
len
din
g
D
eco
da
ble
tex
t D
icta
tio
n
W
ord
Wo
rk
QU
AL
ITY
S
TA
ND
AR
D I
b
S
equ
ence
of
an
ex
pli
cit
ph
on
ics
less
on
is
no
t fo
llo
wed
by
te
ach
er,
or
inco
rpo
rate
d i
nto
th
e li
tera
cy b
lock
P
ho
nic
s in
stru
ctio
n i
s n
ot
exp
lici
t
S
tep
s in
ex
pli
cit
ph
on
ics
less
on
ma
y
be
mis
sin
g o
r o
ut
of
ord
er.
T
each
er f
req
uen
tly
rel
ies
on
te
ach
er’s
m
an
ua
l fo
r w
ay
s to
pre
sen
t th
e
ph
on
ics
less
on
, re
ga
rdle
ss o
f w
het
her
o
r n
ot
inst
ruct
ion
is
exp
lici
t.
T
each
er h
as
a b
asi
c u
nd
erst
an
din
g o
f p
ho
nic
s le
sso
n s
equ
en
ce.
T
each
er c
on
sid
ers
ho
w t
o m
ak
e p
ort
ion
s o
f le
sso
n m
ore
ex
pli
cit
tha
n
they
are
pre
sen
ted
in
th
e te
ach
er
ma
nu
al
T
each
er i
ncl
ud
es d
icta
tio
n a
s p
art
of
less
on
, b
ut
ad
dit
ion
al
wo
rd w
ork
ma
y
no
t b
e p
rese
nt,
ev
en i
f ti
me
all
ow
s.
S
equ
ence
of
ph
on
ics
less
on
is
un
der
sto
od
an
d c
on
sist
entl
y f
oll
ow
ed
by
tea
cher
.
T
ea
ch
er
te
ac
he
s e
xp
lic
itly
to
me
et
stu
de
nts
’ n
ee
ds b
ey
on
d w
ha
t is
li
ste
d i
n l
esso
n m
ap
or
te
ac
he
r’s
m
an
ua
l.
T
he
less
on
is
clea
rly
pla
nn
ed t
o b
e ex
pli
cit
an
d m
eet
the
nee
ds
of
the
stu
den
ts.
T
each
er a
dd
s d
icta
tio
n o
r m
ean
ing
ful
wo
rd w
ork
act
ivit
ies
if/w
hen
no
ne
are
li
sted
in
th
e le
sso
n m
ap
or
ma
nu
al,
w
hen
tim
e a
llo
ws.
Ju
ly 3
, 2
013
Pa
ge
3 o
f 4
Topic
: Belo
w B
asi
c
Basi
c
Part
ially P
rofi
cie
nt
Pro
ficie
nt
Specif
ic W
ord
Inst
ructi
on:
Specif
ic w
ord
inst
ructi
on d
irectl
y t
eaches
students
the m
eanin
gs
of
specif
ic w
ord
s, a
nd p
rovid
es
mult
iple
opport
unit
ies
to a
pply
those
word
s
in v
ari
ous
conte
xts
.
Fo
llo
w p
roce
du
re
on
Ca
rd #
17B
QU
AL
ITY
S
TA
ND
AR
D 1
b
A
ll d
efin
itio
ns
for
SW
I a
re o
nly
o
ral
an
d/o
r n
ot
in s
tud
ent-
frie
nd
ly t
erm
s
T
each
er d
oes
no
t p
rov
ide
mu
ltip
le e
xp
osu
res
to
vo
cab
ula
ry
V
oca
bu
lary
wo
rds
an
d p
ictu
res
are
no
t p
ost
ed
S
tud
ents
are
no
t a
sked
to
th
ink
o
r a
pp
ly t
he
mea
nin
g o
f w
ord
s.
S
tud
ents
are
no
t en
ga
ged
, w
ork
in
dep
end
en
tly
an
d a
re s
eate
d
for
the
enti
re l
esso
n.
T
each
er u
tili
zes
exa
mp
les
an
d v
isu
al
aid
s fr
om
tim
e to
tim
e
S
tud
ents
are
no
t en
ga
ged
, a
nd
ver
y
litt
le d
iscu
ssio
n o
r m
ov
emen
t is
p
rese
nt
in t
he
less
on
.
V
oca
bu
lary
wo
rds
an
d p
ictu
res
are
p
ost
ed b
ut
no
t u
tili
zed
as
a t
each
ing
to
ol
S
tud
ents
are
ask
ed t
o t
hin
k a
bo
ut
the
wo
rds
at
a b
asi
c le
ve
l, a
nd
on
ly a
pp
ly
the
mea
nin
gs
of
wo
rds
in f
am
ilia
r co
nte
xts
.
T
each
er r
efer
ence
s ex
am
ple
s, v
isu
al
aid
s, r
eali
a,
mo
vem
en
t, a
nd
ge
stu
res
to m
ak
e m
ean
ing
s cl
ear.
T
each
er p
rov
ides
stu
den
t fr
ien
dly
d
efin
itio
ns.
S
om
e o
pp
ort
un
itie
s ex
ist
for
stu
den
ts
to p
ract
ice
rep
eati
ng
, u
sin
g,
an
d
inte
ract
ing
wit
h v
oca
bu
lary
, b
ut
the
op
po
rtu
nit
ies
ma
y b
e th
e sa
me
da
ily
.
S
tud
ents
are
ask
ed t
o t
hin
k a
bo
ut
the
mea
nin
gs
of
wo
rds
at
hig
h l
ev
els
, b
ut
are
on
ly e
xp
ecte
d t
o a
pp
ly t
he
wo
rds
in f
am
ilia
r co
nte
xts
.
S
tud
ents
are
en
ga
ged
, b
ut
op
po
rtu
nit
ies
to m
ov
e a
nd
dis
cuss
a
re l
imit
ed.
T
each
er m
on
ito
rs s
tud
en
ts’
un
der
sta
nd
ing
an
d m
ak
es
nec
essa
ry
ad
just
men
ts t
o i
nst
ruct
ion
.
T
ea
ch
er
uti
liz
es
ex
am
ple
s,
vis
ua
l a
ids,
re
ali
a,
mo
ve
me
nt,
an
d
ge
stu
re
s t
o m
ak
e m
ea
nin
gs c
lea
r.
T
each
er p
rov
ides
stu
den
t fr
ien
dly
d
efin
itio
ns.
M
ult
iple
op
po
rtu
nit
ies
exis
t fo
r st
ud
ents
to
pra
ctic
e re
pea
tin
g,
usi
ng
, a
nd
in
tera
ctin
g w
ith
vo
cab
ula
ry.
S
tud
en
ts a
re
en
ga
ge
d t
hr
ou
gh
th
e
use
of
mo
ve
me
nt
an
d d
isc
ussio
n.
S
tud
en
ts a
re
ask
ed
to
th
ink
ab
ou
t th
e m
ea
nin
gs o
f w
or
ds a
t h
igh
le
ve
ls,
an
d a
re
ex
pe
cte
d t
o a
pp
ly
the
wo
rd
s i
n v
ario
us c
on
tex
ts.
T
each
er m
on
ito
rs s
tud
en
ts’
un
der
sta
nd
ing
an
d m
ak
es
ad
just
men
ts
to i
nst
ruct
ion
as
nec
essa
ry.
Tim
e in T
ext:
Pra
cti
ce r
eadin
g p
rovid
es
students
wit
h t
he o
pport
unit
y t
o independentl
y a
pply
the s
trate
gie
s and s
kills
taught
duri
ng t
he lit
era
cy b
lock,
and incre
ase
s
students
’ ti
me in t
exts
.
S
et u
p p
urp
ose
fo
r T
ime
in T
ext
A
pp
lica
tio
n o
f st
rate
gie
s a
nd
sk
ills
QU
AL
ITY
S
TA
ND
AR
D I
IIe
, II
Ih
T
each
er h
as
no
t se
t a
pu
rpo
se
for
tim
e in
tex
t.
S
tud
ents
are
no
t a
pp
lyin
g
stra
teg
ies
du
rin
g t
his
tim
e.
T
each
er d
oes
no
t u
se t
ime
in
tex
t to
lis
ten
to
stu
den
ts r
ead
.
T
each
er h
as
set
a p
urp
ose
fo
r ti
me
in
tex
t, b
ut
stu
den
ts m
ay
no
t b
e a
wa
re
of
the
pu
rpo
se o
r a
ctiv
ely
wo
rkin
g
tow
ard
th
at
pu
rpo
se.
S
tud
ents
so
met
imes
ap
ply
str
ate
gie
s d
uri
ng
tim
e in
tex
t, b
ut
no
t co
nsi
sten
tly
.
T
each
er l
iste
ns
to s
tud
en
ts r
ead
, b
ut
is n
ot
list
en
ing
fo
r st
ud
ent
ap
pli
cati
on
of
com
pre
hen
sio
n a
nd
/or
dec
od
ing
sk
ills
.
T
each
er s
ets
a p
urp
ose
fo
r ti
me
in
tex
t.
S
tud
ents
are
ap
ply
ing
str
ate
gie
s d
uri
ng
tim
e in
tex
t.
T
each
er o
cca
sio
na
lly
lis
ten
to
st
ud
ents
rea
d t
o d
eter
min
e if
th
ey a
re
ap
ply
ing
co
mp
reh
ensi
on
an
d/o
r d
eco
din
g s
kil
ls.
T
each
er s
ets
a p
urp
ose
fo
r ti
me
in t
ext
an
d h
old
s st
ud
ents
acc
ou
nta
ble
fo
r a
pp
lyin
g t
he
pu
rpo
se t
o t
hei
r re
ad
ing
(e
.g.,
use
of
qu
ick
wri
tes
or
SC
Rs)
.
S
tud
ents
are
act
ive
ly a
pp
lyin
g s
tra
teg
ies
du
rin
g t
ime
in t
ext
by
dis
cuss
ing
or
wri
tin
g.
T
ea
ch
er
sy
ste
ma
tic
all
y l
iste
ns t
o
stu
de
nts
re
ad
to
de
ter
min
e i
f th
ey
a
re
ap
ply
ing
co
mp
re
he
nsio
n
an
d/o
r d
ec
od
ing
sk
ills
.
Anth
olo
gy w
ith S
trate
gy Inst
ructi
on (
PD
S,
WLS,
Com
p):
Str
ate
gy inst
ructi
on h
elp
s st
udents
unders
tand a
nd m
ake c
onnecti
ons
to w
hat
they a
re r
eadin
g.
Bu
ild
ba
ckg
rou
nd
k
no
wle
dg
e
QU
AL
ITY
S
TA
ND
AR
D I
f
T
each
er d
oes
no
t p
rov
ide
ba
ckg
rou
nd
fo
r st
ud
en
ts a
bo
ut
the
sele
ctio
n t
op
ic.
T
each
er u
ses
on
ly t
he
ba
ckg
rou
nd
k
no
wle
dg
e i
n t
he
Tea
cher
’s M
an
ua
l,
wh
ich
ma
y n
ot
be
ap
pro
pri
ate
fo
r th
e n
eed
s o
f th
e st
ud
ents
.
T
each
er p
lan
s m
ean
ing
ful
wa
ys
to
bu
ild
ba
ckg
rou
nd
kn
ow
led
ge
ba
sed
o
n p
erso
na
l p
refe
ren
ce.
T
each
er p
rov
ides
ba
ckg
rou
nd
k
no
wle
dg
e f
or
ev
ery
sto
ry r
ega
rdle
ss
of
inst
ruct
ion
al
nee
d.
T
ea
ch
er
pla
ns m
ea
nin
gfu
l w
ay
s t
o
bu
ild
ba
ck
gr
ou
nd
kn
ow
led
ge
b
ase
d o
n t
he
in
str
uc
tio
na
l n
ee
ds
of
the
stu
de
nts
T
ea
ch
er
pr
ov
ide
s b
ac
kg
ro
un
d
kn
ow
led
ge
as n
ec
essa
ry
fo
r t
he
sp
ec
ific
gr
ou
p.
Uti
lize
ap
pro
pri
ate
re
ad
ing
tec
hn
iqu
es
du
rin
g t
he
an
tho
log
y
QU
AL
ITY
S
TA
ND
AR
D I
b
R
ead
ing
tec
hn
iqu
e is
no
t en
ga
gin
g o
r su
pp
ort
ive
of
stu
den
t n
eed
s (t
oo
dif
ficu
lt,
too
ea
sy,
do
es
no
t m
eet
pu
rpo
se,
etc.
).
T
he
rea
din
g o
f th
e p
ass
ag
e is
d
om
ina
ted
by
on
e te
chn
iqu
e.
T
he
tea
cher
use
s te
chn
iqu
es t
ha
t m
ay
n
ot
be
ap
pro
pri
ate
fo
r th
e in
stru
ctio
na
l n
eed
s o
f th
e st
ud
ents
.
T
he
rea
din
g t
ech
niq
ue
uti
lize
d i
s en
ga
gin
g a
nd
su
pp
ort
ive
.
T
he
tea
cher
use
s a
few
rea
din
g
tech
niq
ues
, a
pp
rop
ria
te f
or
the
stu
den
ts’ i
nst
ruct
ion
al
nee
ds.
T
he
rea
din
g t
ech
niq
ue
uti
lize
d i
s en
ga
gin
g a
nd
su
pp
ort
ive
.
T
he
tea
cher
use
s m
ult
iple
rea
din
g
tech
niq
ues
ap
pro
pri
ate
fo
r th
e
inst
ruct
ion
al
nee
ds
of
the
stu
den
ts.
Ju
ly 3
, 2
013
Pa
ge
4 o
f 4
Topic
: Belo
w B
asi
c
Basi
c
Part
ially P
rofi
cie
nt
Pro
ficie
nt
F
oll
ow
str
ate
gy
in
stru
ctio
n p
roce
du
re
on
Ca
rd #
15
E
xp
lain
M
od
el
G
uid
ed p
ract
ice
F
eed
ba
ck
A
pp
lica
tio
n
QU
AL
ITY
S
TA
ND
AR
D I
b,
Id
T
her
e is
no
ref
ere
nce
to
th
e st
rate
gy
.
T
each
er d
oes
no
t st
op
to
del
ive
r st
rate
gy
in
stru
ctio
n.
T
each
er d
oes
no
t st
op
to
pro
vid
e a
n o
pp
ort
un
ity
fo
r st
ud
ents
to
p
ract
ice
the
stra
teg
y.
T
each
er d
oes
no
t a
sse
ss s
tud
en
t u
nd
erst
an
din
g a
nd
/or
ab
ilit
y t
o
ap
ply
str
ate
gie
s a
nd
sk
ills
.
T
each
er n
am
es t
he
stra
teg
y b
ut
do
es
no
t ex
pla
in t
he
pu
rpo
se a
nd
/or
refe
ren
ce p
ost
ed l
earn
ing
aid
s.
T
each
er q
ues
tio
ns
stu
den
ts
thro
ug
ho
ut
the
thin
k a
lou
d.
T
he
thin
k a
lou
d d
oe
s n
ot
dem
on
stra
te
inte
nti
on
ali
ty a
nd
/or
pu
rpo
se.
T
each
er d
oes
str
ate
gy
/sk
ill
wo
rk
bef
ore
or
aft
er t
he
an
tho
log
y r
ead
ing
to
all
ow
stu
den
ts t
o p
ract
ice
the
stra
teg
y,
bu
t m
ay
fo
cus
on
sid
eb
ar
qu
esti
on
s ra
ther
th
an
th
e st
rate
gy
.
T
each
er u
ses
a f
orm
of
ass
essm
ent,
b
ut
it m
ay
no
t in
form
th
e le
vel
of
stu
den
t u
nd
erst
an
din
g a
nd
/or
thei
r a
bil
ity
to
ap
ply
str
ate
gie
s a
nd
sk
ills
.
T
each
er n
am
es a
nd
ex
pla
ins
the
stra
teg
y.
S
tud
ents
ma
y b
e d
irec
ted
to
th
e a
pp
rop
ria
te p
ost
ed l
earn
ing
aid
s.
T
each
er m
od
els
th
e st
rate
gy
wit
h a
th
ink
alo
ud
, b
ut
stu
de
nts
ma
y o
ffer
in
pu
t.
T
hin
k-a
lou
ds
are
in
ten
tio
na
l a
nd
p
urp
ose
ful.
T
each
er e
mb
eds
stra
teg
ies
to a
llo
w
stu
den
ts t
o p
ract
ice
the
stra
teg
y,
bu
t d
oes
no
t p
rov
ide
op
po
rtu
nit
ies
for
them
to
dis
cuss
th
eir
idea
s.
F
eed
ba
ck t
o s
tud
ents
ma
y b
e e
vid
ent
bu
t g
ener
al.
T
each
er u
ses
a f
orm
of
ass
essm
ent
at
the
end
of
the
wee
k,
an
d i
t m
ay
or
ma
y n
ot
be
refe
rred
to
it
mo
re t
ha
n
on
ce.
T
each
er e
xp
lici
tly
na
me
s th
e st
rate
gy
.
T
each
er e
xp
lain
s th
e p
urp
ose
wh
ile
dir
ecti
ng
stu
de
nts
to
ap
pro
pri
ate
p
ost
ed l
earn
ing
aid
s in
ro
om
du
rin
g
inst
ruct
ion
.
T
ea
ch
er
ex
pli
cit
ly m
od
els
th
e
str
ate
gy
em
be
dd
ed
in
th
e
an
tho
log
y s
ele
cti
on
usin
g a
te
ac
he
r t
hin
k a
lou
d.
S
tud
ents
are
sil
ent
pa
rtic
ipa
nts
as
the
tea
cher
ex
pla
ins
his
/her
th
ink
ing
ab
ou
t th
e te
xt.
T
hin
k-a
lou
ds a
re
in
ten
tio
na
l a
nd
p
ur
po
se
ful.
T
each
er e
mb
eds
stra
teg
ies
an
d s
kil
ls
into
th
e a
nth
olo
gy
rea
din
g t
o p
rov
ide
tim
e to
gu
ide
the
stu
den
ts a
s th
ey
pra
ctic
e th
e st
rate
gy
in
ord
er t
o m
ak
e co
nn
ecti
on
s a
nd
cre
ate
de
eper
u
nd
erst
an
din
g o
f te
xt.
T
ea
ch
er
pr
ov
ide
s s
pe
cif
ic
fee
db
ac
k a
bo
ut
stu
de
nts
’ th
ink
ing
a
nd
ap
pli
ca
tio
n o
f str
ate
gy
.
T
each
er u
ses
a f
orm
of
ass
essm
ent
tha
t is
ref
eren
ced
acr
oss
th
e w
eek
s, a
nd
in
form
s th
e le
vel
of
stu
den
t u
nd
erst
an
din
g a
nd
/or
thei
r a
bil
ity
to
a
pp
ly s
tra
teg
ies
an
d s
kil
ls.
Word
Learn
ing S
trate
gy Inst
ructi
on a
nd P
honic
s D
ecodin
g S
trate
gy:
The w
ord
learn
ing s
trate
gy is
taught
to h
elp
stu
dents
fig
ure
out
the m
eanin
g o
f w
ord
s as
they a
re r
eadin
g o
n t
heir
ow
n.
The p
honic
s decodin
g s
trate
gy is
taught
to h
elp
stu
dents
dete
rmin
e h
ow
to p
ronounce w
ord
s.
Pro
vid
e
Wo
rd L
earn
ing
S
tra
teg
y (
WL
S)
an
d
Ph
on
ics
Dec
od
ing
S
tra
teg
y (
PD
S)
Inst
ruct
ion
QU
AL
ITY
S
TA
ND
AR
D 1
b
T
each
er h
as
no
t p
re-p
lan
ned
p
lace
s to
mo
de
l o
r p
rov
ide
gu
ided
pra
ctic
e.
T
each
er d
oes
no
t re
fer
to
po
ster
s.
T
each
er w
ork
s th
rou
gh
th
e W
LS
or
PD
S w
ith
stu
den
ts,
bu
t is
no
t e
xp
lici
t in
th
e u
se o
f C
ard
#15
pro
ced
ure
s fo
r st
rate
gy
in
stru
ctio
n
T
each
er m
ay
no
t ex
pla
in t
he
stra
teg
y
or
foll
ow
pro
ced
ure
.
It
ma
y b
e d
iffi
cult
to
dis
tin
gu
ish
b
etw
een
mo
de
lin
g a
nd
gu
ided
p
ract
ice.
S
tra
teg
y i
s n
ot
emb
edd
ed i
n t
he
an
tho
log
y r
ead
ing
.
W
ord
s ch
ose
n a
re n
ot
alw
ay
s a
pp
rop
ria
te f
or
stu
den
ts (
too
sim
ple
o
r co
mp
lex
).
T
each
er r
elie
s o
nly
on
th
e le
sso
n m
ap
fo
r st
rate
gy
in
stru
ctio
n.
T
each
er h
as
pre
-pla
nn
ed
op
po
rtu
nit
ies
for
stu
den
ts t
o
exp
erie
nce
tea
cher
mo
de
lin
g a
nd
g
uid
ed p
ract
ice
of
the
WL
S a
nd
PD
S
tha
t is
em
bed
ded
in
an
tho
log
y
inst
ruct
ion
.
T
each
er u
tili
zes
the
stra
teg
y p
ost
er t
o
focu
s st
ud
en
ts’ a
tten
tio
n t
o p
urp
ose
a
nd
pro
ced
ure
fo
r th
e st
rate
gy
.
W
LS
- W
ord
str
uct
ure
an
d/o
r co
nte
xt
clu
es a
nd
/or
syn
tact
ic c
lue
s a
re
alw
ay
s u
tili
zed
du
rin
g m
od
eli
ng
an
d
gu
ided
pra
ctic
e.
P
DS
- S
yll
ab
le t
yp
es a
nd
sy
lla
ble
d
ivis
ion
pa
tter
ns
are
uti
lize
d d
uri
ng
m
od
elin
g a
nd
gu
ided
pra
ctic
e re
ga
rdle
ss o
f n
eed
.
T
each
er h
as
pre
-pla
nn
ed o
pp
ort
un
itie
s fo
r st
ud
en
ts t
o e
xp
erie
nce
tea
cher
m
od
elin
g a
nd
gu
ided
pra
ctic
e o
f th
e W
LS
an
d P
DS
th
at
is e
mb
edd
ed
in
a
nth
olo
gy
in
stru
ctio
n.
T
ea
ch
er
uti
liz
es
th
e s
tra
teg
y
po
ste
r t
o f
oc
us s
tud
en
ts’
att
en
tio
n t
o p
ur
po
se
an
d
pr
oc
ed
ur
e f
or
th
e s
tra
teg
y.
W
LS
- W
ord
str
uct
ure
, co
nte
xt
clu
es
an
d s
yn
tact
ic c
lues
are
alw
ay
s u
tili
zed
d
uri
ng
mo
de
lin
g a
nd
gu
ided
pra
ctic
e.
P
DS
- S
yll
ab
le t
yp
es a
nd
sy
lla
ble
d
ivis
ion
pa
tter
ns
are
uti
lize
d d
uri
ng
m
od
elin
g a
nd
gu
ided
pra
ctic
e.
T
each
er d
isp
lay
s a
ffix
es a
nd
th
eir
mea
nin
gs,
an
d r
efer
s to
th
em d
uri
ng
th
e W
LS
an
d P
DS
.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 35
Tier II
Supplemental
Interventions
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 36
ELEMENTARY READING PROGRAM
Tier II at a Glance: For what grade level is each program
appropriate?
Additional resources also include:
1st grade Phonics Binder
2nd grade Resource Guide for “I LOVE Reading” books
Fluency Binder
Multisyllabic Resource Binder
K 1 2 3 4 5
Language for
Learning/Thinking X X X X X X
Phonics for Reading X X X X
SIPPS (Systematic Instruction in
Phoneme Awareness,
Phonics, and Sight Words)
X X X X
Read Naturally X X X X X
Junior Great Books X X
Jacob’s Ladder X X X X
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 37
Phonics for Reading
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 38
Phonics for Reading
1. Description
Phonics for Reading teaches students how to read one-syllable and multisyllable words
by using knowledge of letter-sound relationships and structural units such as prefixes and
suffixes. First Level Phonics for Reading focuses on short vowels, double consonants,
consonant digraphs, and consonant blends. Second Level Phonics for Reading focuses on
teaching students to read words with the common endings ed, ing, and er. Students learn to
decode words containing long vowels (a, i, o), CVCe, vowel combinations, and r controlled
vowels. Third Level Phonics for Reading teaches students to decode multi-syllable words
with known word parts, and to read words with common beginnings and common endings.
Variant vowel sounds are taught.
2. Student Profile
Phonics for Reading is a flexible program designed for use with second through fifth
grade students who have not yet mastered the phonics skills taught in the primary grades.
3. Group Size
Phonics for Reading is designed to be used with groups of students no greater than
ten. Although group instruction is generally more efficient than tutorial instruction, this
program may also be used on a one-to-one basis.
4. Student Placement Considerations
A Placement Test is provided in the back of the Phonics for Reading Teacher Guide.
The test is similar to the District 6 Phonics Benchmark Assessment with subtests for
phonics skills. Data from the placement test and/or the District 6 Phonics Benchmark
Assessment is used to determine where to begin students in the program. The placement
level will be the lowest level at which the student did not meet the 80 percent criterion
score.
5. Instructional Considerations during Targeted Instruction
A Phonics for Reading lesson will take approximately thirty-five to fifty minutes to
complete. The teacher-directed activities take twenty to thirty-five minutes, and the
independent practice activities take approximately fifteen-minutes to complete. During the
independent work sessions, the teacher listens to individual students read and takes
anecdotal notes in order to assess student mastery of skills.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
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6. Time in Text
Time in text for the Phonics for Reading program occurs when students read the
decodable text passages in each lesson. Teachers should encourage students to re-read the
current and past decodable text passages if time allows, focusing on the students’ ability to
read fluency (accurately, at an appropriate rate, and with prosody).
7. Sufficient Growth
In Phonics for Reading, the “Checking Up” sections are formal measures embedded
in the program to check student mastery of the skills taught in the previous lessons. They
appear after every third lesson (lessons 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, and 36). The
teacher listens to the students read a part of the story and counts the number of word-
reading errors. If ninety percent of the students in the group make two errors or fewer, the
group may move on to the next lesson. If this criterion is not met, the lesson should be
repeated. The Placement Test can also be administered after completing a level or the end
of the school year to measure student growth.
8. Transition
Successful completion of the Phonics for Reading program will be indicated by
“Checking Up” data collected throughout the program, mastery of skills as identified by the
District 6 Phonics Benchmark Assessment, DIBELS Next data (Nonsense Word Flency
and/or Oral Reading Fluency), and informal data gathered by the teacher. Anecdotal
records (i.e. clipboard checks) are used to ensure that students are applying skills during
authentic reading opportunities throughout the day. When phonics skills have been
mastered, the student will be placed in targeted instruction based on the criteria outlined
on the Literacy RTI Flowchart. For example, if a student has mastered tasks 5A-5F on the
District 6 Phonics Benchmark Assessment but not tasks 5G-5H, the student would receive
targeted instruction in syllabication.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
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SIPPS Challenge Level Systematic Instruction in
Phoneme Awareness,
Phonics, and Sight Words
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
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Page | 41
Systematic Instruction in Phoneme Awareness, Phonics, and
Sight Words (SIPPS Challenge Level)
1. Description
The SIPPS Challenge Level is designed to give all students who are ready extensive
experience in decoding polysyllabic words. The SIPPS Challenge Level focuses on the third
stage of learning to read, the polysyllabic/morphemic phase. At this level, students learn
strategies for decoding words with more than one syllable. The content includes syllabic
generalizations (open and closed syllables, and vccv and vcv patterns) and morphological
units, including common prefixes, roots, and suffixes. Extensive experience reading
polysyllabic words with the teacher’s guidance increases student proficiency.
2. Student Profile
SIPPS Challenge Level is a developmental program for second and third graders. It
can also be used as an intervention program at higher grades. A choice of three word lists is
offered to provide the appropriate vocabulary level for each group of students. List A is
developmentally appropriate for second grade. List B is developmentally appropriate for
third grade. List C is used for struggling readers in grades 4 - 12. English Language learners
may benefit form a lower list than the one designed for their grade level.
3. Group Size
The SIPPS approach is teacher directed, with routines for modeling and practice
and an error correction procedure to ensure skills are taught to mastery. Because many
routines involve choral responses, the students are actively engaged and the teacher can
assess student performance efficiently. Students must be seated so they are able to see
words as they are written, and see syllables as the teacher frames them with his/her hand.
4. Student Placement Considerations
The Literacy RTI Flowchart criteria should be used to determine which students
would benefit from instruction in the SIPPS Challenge Level program. Other data collected
from the District 6 Phonics Benchmark Assessment, DIBELS, and informal data gathered by
the teacher could be used to determine whether students would benefit from the single-
syllable phonics and irregular words strands of the SIPPS Challenge Level.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
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Page | 42
5. Instructional Considerations during Targeted Instruction
SIPPS Challenge Level is divided into 75 lessons. The main four instructional
routines take about 15 minutes per day. The optional phonics, irregular words, and guided
spelling strands take an additional 20 minutes. Each lesson builds upon and reinforces
knowledge gained in previous lessons.
6. Time in Text
Fluency Practice/Individualized Daily Reading is strongly recommended at the end
of each lesson for approximately 30 minutes each day. Students apply their growing
knowledge of decoding strategies to reading books and increase their reading vocabulary
and comprehension. The student should be able to read the selected text with 90 to 95
percent accuracy, and may include Houghton/Mifflin anthology selections, Houghton
Mifflin Leveled Readers, science readers, social studies readers, Junior Great Books,
William and Mary, Jacob’s Ladder, Read Naturally passages, novels, and Reading A-Z
passages. Extensive reading practice of text read with 90 to 95 percent accuracy strengthens
decoding skills and builds fluency in non-fluent readers and stretches fluent readers beyond
what is easy. During this time, the teacher listens to students read and takes anecdotal
notes in order to gain information about how well students are applying decoding skills and
comprehension strategies independently while reading.
7. Sufficient Growth
Lessons for the SIPPS Challenge Level are taught daily. Continuity and frequency
of practice are important to solidify student understanding and application of concepts and
skills. All specified routines should be followed daily. If time is limited, remove a few
words from each activity rather than omitting an entire activity. Teachers must expect and
require the participation of all students. Lessons should be energetic and quickly paced.
Proficiency is not to be expected in a few lessons; therefore, pace should not be slowed in
order to repeatedly reteach material that students find difficult. Students’ progress is
monitored by the teacher while listening to each read individually. Teachers listen for
student accuracy of the decoding process by applying the skills taught in the SIPPS
program. Comprehension can also be checked by asking students to retell what they have
read.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
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Page | 43
8. Transition
Successful completion of the SIPPS program will be indicated by mastery of skills as
identified on the District 6 Phonics Benchmark Assessment, DIBELS Next Oral Reading
Fluency (growth along the aim line), and informal data gathered while listening to students
read individually. If multisyllabic phonics needs have been addressed, the student will
receive targeted instruction as identified by data criteria on the Literacy RTI Flowchart (i.e.
a student scoring benchmark on DIBELS and passing all sections of the District 6 Phonics
Benchmark Assessment will receive targeted instruction focused on comprehension).
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 44
Read Naturally
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 45
Read Naturally
1. Description
The Read Naturally program combines three research-proven strategies: teacher
modeling, repeated reading, and progress monitoring. These strategies are intended to
accelerate the reading development of beginning and struggling readers, including students
receiving services from Title I, special education students, and English language learners
(ELL).
2. Student Profile
Students who score strategic or intensive on the DIBELS Next Oral Reading Fluency
assessment, but have mastered all phonics subtests on the District 6 Phonics Benchmark
Assessment, may benefit from the Read Naturally program. Students who make frequent
errors on sight words when reading might also benefit from Read Naturally.
3. Group Size
Read Naturally is best implemented when the student-to-teacher ratio is no greater
than six students to one adult for the Masters Edition. The ratio should be no greater than
eight students to one adult for the Software Edition.
4. Student Placement Considerations
Placement is the process of selecting reading materials and setting an initial goal for a
student who is about to begin using Read Naturally. Correct placement is crucial to success.
When working in Read Naturally, the teacher should use the Read Naturally Placement
Packet to place students in the program. The teacher selects a combination of reading
materials and a goal rate that will challenge the student without causing frustration by
being too difficult.
5. Instructional Considerations during Targeted Instruction
The most effective format when setting up the Read Naturally program is to have
three consecutive sessions across a week for 30 minutes or more. One direct way to increase
the amount of time students spend reading is to schedule more sessions. If possible,
schedule sessions daily to accelerate progress.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
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6. Time in Text
Students gain time in text using the Read Naturally program through the passages
they read and their time on-task. It is imperative that structures, routines and expectations
are established by the teacher to ensure students are engaged in reading during the entire
block of time.
7. Sufficient Growth
Monitoring the story pages and progress graph for individual students is critical to
determine if the initial placement in the program is accurate. Student learning can be
accelerated by keeping students challenged with text and making adjustments to their
fluency goal as improvement with reading fluency is made. A student should be able to
read passages that are half a year to one year above his/her grade level before s/he is ready
to exit the program.
8. Transition
Extra fluency support during the Targeted Instruction block with the Read
Naturally program is no longer needed when the student can read text at a rate that
matches the DIBELS Benchmark Fluency Goal for his/her grade level. The student would
then receive targeted instruction focused on reading comprehension.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
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Page | 47
Tier III
Core Replacement
Interventions
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
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ELEMENTARY READING PROGRAM
Tier III at a Glance: For what grade level is each program appropriate?
* Direct Instruction Program: Direct Instruction (DI) is a model for teaching that emphasizes well-developed and
carefully planned lessons designed around small learning increments and clearly defined and prescribed teaching
tasks. It is based on the theory that clear instruction eliminating misinterpretations can greatly improve and
accelerate learning . (National Institute for Direct Instruction)
ESS Students - ESS students require intentional and focused collaborative performance data review by
the Principal, ESS Coordinator, appropriate intervention coach, building literacy coach, and ESS teacher
to diagnostically identify appropriate intervention placement.
ELA Students - ELA students require intentional and focused collaborative performance data review by
the Principal, ELA Facilitator, appropriate intervention coach, building literacy coach, and ELA teacher to
diagnostically identify appropriate intervention placement.
PK K 1 2 3 4 5 6 7 8 9 10 11 12
Reading Mastery
Signature Edition
X X X X X X
Edmark Edmark is only appropriate for students with moderate cognitive delays or other significant developmental
disabilities. It is a last resort to reading instruction since the program is not a comprehensive reading program and
the focused outcome is functional literacy resulting in about a third grade reading level. A consultation with the
Intervention Team, including the principal and/or the assistant principal, must occur before considering Edmark as
the core replacement intervention for a student.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
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Page | 49
Reading Mastery
Signature Edition
(Grades K-5)
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
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Page | 50
Reading Mastery Signature Edition Grade K (RMSE Grade K)
1. Description
Reading Mastery Signature Edition Grade K (RMSE Grade K) (160 lessons) is a very
explicit and systematic beginning reading Direct Instruction program that teaches all the
skills non-reading children need in order to master the basics of beginning reading.
Lessons 1-27 focus on prereading skills, identifying symbols as “sounds,” practicing
sequencing events, phonemic awareness, and rhyming. Lessons 28-74 focus on sounding
out words, reading stories, and building comprehension. Finally, lessons 75-160 focus on
reading whole words and sentences without sounding them out and building
comprehension. Students who complete RMSE Grade K at mastery will be able to read
about 38 words per minute at a 1.5 reading level.
2. Student Profile
Any student who has not mastered the basic decoding and
comprehension skills, including ESS, and/or who would benefit from systematic, explicit,
and highly repetitive instruction to ensure mastery will benefit from this program. NEP
ELDs should have mastered at least the first 50 lessons of Language for Learning (an oral
language development program) before starting Reading Mastery Signature Edition Grade
K.
3. Group Size
Group size should not be larger than eight to ensure ample opportunities for
repetition, practice, and application in order to master a concept or skill. It is critical that
group size be adhered to in order to ensure mastery and accelerate learning. In addition to
classroom teachers, interventionists, instructional assistants, ESS/ELD support staff, and/or
specials teachers can be utilized to help reduce group sizes. RMSE Grade K instructorsmust be formally trained and coached to ensure effective implementation.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
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4. Student Placement Considerations
Consultation with the district’s intervention team using a Tier II problem-solving
dialogue is essential to ensure proper student placement and establish guidelines for
effective implementation.
General Education Students
Typically, students in grades K-2 who are unable to identify the letters by name and
have poorly developed decoding skills should be taught using Reading Mastery
Signature Edition Grade K. Such students have not learned basic decoding skills to
mastery. For general education students, student learning can be accelerated by
teaching more than one lesson a day to mastery.
PLACEMENT FOR NEW READING MASTERY SIGNATURE EDITION GRADE K
STUDENTS
Prior to beginning the program, students should be given the Reading Mastery
Signature Edition Grade K placement test (Teacher’s Guide p.6 and 73) to determine
whether Reading Mastery Signature Edition Grade K is the appropriate program. The
placement test will take about three minutes per student. If Reading Mastery
Signature Edition Grade K is appropriate, follow the guidelines in the Teacher’s Guide
to determine where to begin within the program.
Lessons 1-27 in Reading Mastery Signature Edition Grade K focus on pre-reading
skills (i.e. identifying symbols as “sounds,” practicing sequencing events, phonemic
awareness, and rhyming). If student data indicates proficiency on these skills,
administer the in-program Mastery Tests (given every five lessons) until the student
fails a test. Place the student five lessons earlier than the failed test. (If the student
fails test Mastery Test 7, given after lesson 40, place the student at lesson 35.)
PLACEMENT FOR STUDENTS PREVIOUSLY TAUGHT READING MASTERY
SIGNATURE EDITION GRADE K
Students who were in Reading Mastery Signature Edition Grade K previously and
who maintained an overall average of 85% on all program components will not need
to take the Reading Mastery Signature Edition Grade K placement test. Instead, the
teacher will begin instruction five-ten lessons before where the students stopped.
ESS Students
Multiple measures, including the Reading Mastery Signature Edition Grade K
placement test, are used to determine whether Reading Mastery Signature Edition
Grade K is an appropriate program that will meet the needs of ESS students. Some ESS
students will be successful in a small group setting; however, they may require more
individualized attention/modifications if their cognitive and/or processing abilities
require pacing far below the pace set by the group.
Follow the same placement procedure as with general education students.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
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Page | 52
ELD Students
ELDs should receive instruction in oral language development before starting Reading
Mastery Signature Edition Grade K. Typically, ELDs should have mastered at least the
first 50 lessons of Language for Learning (an oral language development program)
before starting Reading Mastery Signature Edition Grade K.
Follow the same placement procedure as with regular education students.
5. Instructional Considerations
A typical Reading Mastery Signature Edition Grade K lesson should take 45 minutes
to complete to mastery. If it takes longer to complete one Reading Mastery Signature
Edition Grade K lesson (regardless of group), one or more of the following may be true:
Previous content and skills have not been taught to mastery
The students are not appropriately placed
Instructional time is not maximized (i.e. transitions, down time, slow pace,
deviation from program)
Students require more repetition for mastery than program guidelines suggest
Program modifications to overcome language barriers are incorporated for
ELDs
General Education Students
90 Minute Reading Block - If students are appropriately placed, allocated time is beingused in its entirety, and the teacher is teaching to mastery, teachers can teach two Reading Mastery Signature Edition Grade K lessons in the 90 minutes.
Targeted Instruction Block - Targeted Instruction time will be spent finishing the
second lesson taught during the reading block, reviewing difficult skills or concepts
from previous lessons, or beginning the next lesson.
The teacher can collaborate with other RMSE teachers, the intervention facilitator, and/or their instructional coaches to develop a specific targeted instruction plantargeted instruction plan for each group. Care should be taken to integrate time for
assessments (i.e. in-program mastery tests, off-grade level DIBELS progress
monitoring) either during the 90 minute reading block or targeted instruction block.
ESS Students
90 Minute Reading Block - Based on the needs of the group, additional repetition may
be needed to secure mastery of learning which will require a pacing adjustment. For
example, some groups will need to complete the same lesson twice in the 90 minutes.
Some may have to do two lessons and then repeat them the next day. Others may be
able to get through 1.5 lessons per day.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
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Page | 53
Targeted Instruction Block - Targeted Instruction time will be spent finishing the
second lesson taught during the reading block, reviewing difficult skills or concepts
from previous lessons, or beginning the next lesson.
The teacher can collaborate with other RMSE teachers, the intervention facilitator, and/or their instructional coaches to develop a specific targeted instruction plan for each
group. Care should be taken to integrate time for assessments (i.e. in-program mastery
tests, off-grade level DIBELS progress monitoring) either during the 90 minute reading
block or targeted instruction block.
ELD Students
90 Minute Reading Block - Based on the needs of the group, additional repetition (see
Instructional Considerations for ESS Students 90 minute reading block) and program
modifications that overcome language barriers may be needed to secure mastery of
learning which will require a pacing adjustment. Modifications include sheltering
instruction (SIOP) through pre-teaching of vocabulary, concepts, and phrases prior to
and during story reading. With this, ELDs should be able to complete one to two
lessons in the 90 minute block. Targeted Instruction Block - Targeted Instruction time will be spent finishing the
second lesson taught during the reading block, reviewing difficult skills or concepts
from previous lessons, or beginning the next lesson. Teachers of ELLs may provide
additional vocabulary and comprehension instruction by introducing the words or
concepts that will be in the next lesson.
The reading intervention coach can collaborate with teachers to develop a specific
targeted instruction plan for each group. Care should be taken to integrate time for
assessments (i.e. in-program mastery tests, off-grade level DIBELS progress
monitoring) either during the 90 minute reading block or targeted instruction block.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
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Page | 54
6. Sufficient Growth
Every 20 lessons, Planning Pages appear in the presentation books to present an
overview of the skills taught, a summary of special considerations for upcoming lessons,
and additional reading activities. These Planning Pages inform the teacher of the skills
requiring mastery by the end of the next 20 lessons.
Sufficient growth within the program is determined by two measures: Mastery Tests
and Timed Individual Fluency Checkouts.
Mastery Tests are found in the Presentation Book and are given after every fifth
lesson. Criteria for mastery are noted within each Mastery Test, along with steps for
remediation or acceleration. Mastery Tests are individually administered and will take
1-4 minutes per student. Maintain a record of scores for the Mastery Tests to monitor
sufficient growth within Reading Mastery Signature Edition Grade K.
Timed Individual Fluency Checkouts are found in the Presentation Book and are
given in lessons 108, 109, 110, and every fifth lesson until the end of the program.
Criteria for mastery are noted within each Fluency Checkout, along with steps for
remediation. Fluency Checkouts are individually administered and will take 1-4
minutes per student. Maintain a record of scores for the Fluency Checkouts to
monitor sufficient growth within Reading Mastery Signature Edition Grade K.
Students who maintain an overall average of 85% on all program components
including Mastery Tests, Fluency Checkouts, and lesson/workbook exercises can be
considered to be making sufficient growth. Additional attention should be paid to
individual students who do not meet the 85% level for sufficient growth. Additional
attention can include increasing repetition through individual turns and/or pre-
teaching/re-teaching difficult concepts and skills. If after 10 days of providing additional
attention, the student continues to perform below mastery level, consult with the district’s
intervention team to engage in a problem-solving dialogue about this student.
7. Transition
Students who complete Reading Mastery Signature Edition Grade K at mastery will
be able to read about 38 words per minute at a 1.5 reading level. After successfully
completing Reading Mastery Signature Edition Grade K, the teacher, literacy coach, and
reading intervention coach should engage in a problem-solving conversation to determine
the next step/program.
In general, if a student is successful in Reading Mastery Signature Edition Grade K,
then the student should continue with Reading Mastery Signature Edition Grade 1 so
that an appropriate transition is made from the print orthography used in Reading Mastery
Signature Edition Grade K to normal print.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary Reading Program
Page | 55
Reading Mastery Signature Edition Grade 1 (RMSE Grade 1)
1. Description
Reading Mastery Signature Edition Grade 1 (RMSE Grade 1) (160 lessons) is a very explicit and systematic beginning reading Direct Instruction program that teaches all the skills non-reading children need in order to master the basics of beginning reading. RMSE Grade 1 is geared to what children learned in RMSE Grade K, serving to expand basic reading skills. Students in RMSE Grade 1 learn strategies for decoding difficult words and for answering interpretive comprehension questions. They also learn basic reasoning skills, such as making inferences and drawing conclusions. The daily reading selections include fantasy and realistic fiction. Students who complete RMSE Grade 1 at mastery will be able to read about 90 words per minute at a 2.5 reading level.
2. Student Profile
Any student who has not mastered the basic decoding and comprehension skills, including ESS, and/or who would benefit from systematic, explicit, and highly repetitive instruction to ensure mastery will benefit from this program. Students should have either completed RMSE Grade K to mastery or have passed the placement test for RMSE Grade 1 prior to beginning this level.
3. Group Size
Group size should not be larger than eight to ensure ample opportunities for repetition, practice, and application in order to master a concept or skill. It is critical that group size be adhered to in order to ensure mastery and accelerate learning. In addition to classroom teachers, interventionists, instructional assistants, ESS/ELD support staff, and/or specials teachers can be utilized to help reduce group sizes. RMSE Grade 1 instructors must be formally trained and coached to ensure effective implementation.
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Elementary Reading Program
Page | 56
4. Student Placement Considerations
Consultation with the district’s intervention team using a Tier II problem-solving dialogue is essential to ensure proper student placement and establish guidelines for effective implementation.
General Education Students
Typically, students who are reading at a beginning first grade reading level will place into RMSE Grade 1. Students should have either completed RMSE Grade K to mastery or have passed the placement test for RMSE Grade 1 prior to beginning this level. For general education students, student learning can be accelerated by teaching more than one lesson a day to mastery.
PLACEMENT FOR NEW READING MASTERY SIGNATURE EDITION GRADE 1 STUDENTS Prior to beginning the program, students should be given the Reading Mastery Signature Edition Grade 1 placement test (Teacher’s Guide p. 2-3) to determine whether Reading Mastery Signature Edition Grade 1 is the appropriate program level. The placement test will take about three minutes per student. If Reading Mastery Signature Edition Grade 1 is appropriate, follow the guidelines in the Teacher’s Guide to determine where to begin within the program.
If student data indicates proficiency on beginning first grade reading skills, administer the in-program timed Fluency Checkouts (given every five lessons) until the student fails a checkout. Place the student five lessons earlier than the failed checkout. (If the student fails Checkout Lesson 45, place the student at lesson 40.)
PLACEMENT FOR STUDENTS PREVIOUSLY TAUGHT READING MASTERY SIGNATURE EDITION GRADE 1 Students who were in Reading Mastery Signature Edition Grade 1 previously and who maintained an overall average of 85% on all program components will not need to take the Reading Mastery Signature Edition Grade 1 placement test. Instead, the teacher will begin instruction five-ten lessons before where the students stopped.
ESS Students
Multiple measures, including the Reading Mastery Signature Edition Grade 1 placement test, are used to determine whether Reading Mastery Signature Edition Grade 1 is an appropriate program that will meet the needs of ESS students. Some ESS students will be successful in a small group setting; however, they may require more individualized attention/modifications if their cognitive and/or processing abilities require pacing far below the pace set by the group.
Follow the same placement procedure as with general education students.
ELD Students
ELDs should receive on-going instruction in oral language development while in Reading Mastery Signature Edition Grade 1.
Follow the same placement procedure as with regular education students.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary Reading Program
Page | 57
5. Instructional Considerations
A typical Reading Mastery Signature Edition Grade 1 lesson should take 45-50 minutes to complete to mastery. If it takes longer to complete one Reading Mastery Signature Edition Grade 1 lesson (regardless of group), one or more of the following may be true:
• Previous content and skills have not been taught to mastery
• The students are not appropriately placed
• Instructional time is not maximized (i.e. transitions, down time, slow pace, deviation from program)
• Students require more repetition for mastery than program guidelines suggest
• Program modifications to overcome language barriers are incorporated for ELDs
General Education Students
90 Minute Reading Block - If students are appropriately placed, allocated time is being used in its entirety, and the teacher is teaching to mastery, teachers can teach two Reading Mastery Signature Edition Grade 1 lessons in the 90 minutes.
Targeted Instruction Block - Targeted Instruction time will be spent finishing the second lesson taught during the reading block, reviewing difficult skills or concepts from previous lessons, or beginning the next lesson.
The teacher can collaborate with other RMSE teachers, the intervention facilitator, and/or their instructional coaches to develop a specific targeted instruction plan for each group. Care should be taken to integrate time for assessments (i.e. in-program mastery tests, off-grade level DIBELS progress monitoring) either during the 90 minute reading block or targeted instruction block.
ESS Students
90 Minute Reading Block - Based on the needs of the group, additional repetition may be needed to secure mastery of learning which will require a pacing adjustment. For example, some groups will need to complete the same lesson twice in the 90 minutes. Some may have to do two lessons and then repeat them the next day. Others may be able to get through 1.5 lessons per day.
Targeted Instruction Block - Targeted Instruction time will be spent finishing the second lesson taught during the reading block, reviewing difficult skills or concepts from previous lessons, or beginning the next lesson.
The teacher can collaborate with other RMSE teachers, the intervention facilitator, and/or their instructional coaches to develop a specific targeted instruction plan for each group.
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Elementary Reading Program
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Care should be taken to integrate time for assessments (i.e. in-program mastery tests, off-grade level DIBELS progress monitoring) either during the 90 minute reading block or targeted instruction block.
ELD Students
90 Minute Reading Block - Based on the needs of the group, additional repetition (see Instructional Considerations for ESS Students 90 minute reading block) and program modifications that overcome language barriers may be needed to secure mastery of learning which will require a pacing adjustment. Modifications include sheltering instruction (SIOP) through pre-teaching of vocabulary, concepts, and phrases prior to and during story reading. With this, ELDs should be able to complete one to two lessons in the 90 minute block.
Targeted Instruction Block - Targeted Instruction time will be spent finishing the second lesson taught during the reading block, reviewing difficult skills or concepts from previous lessons, or beginning the next lesson. Teachers of ELDs may provide additional vocabulary and comprehension instruction by introducing the words or concepts that will be in the next lesson.
The teacher can collaborate with other RMSE teachers, the intervention facilitator, and/or their instructional coaches to develop a specific targeted instruction plan for each group. Care should be taken to integrate time for assessments (i.e. in-program mastery tests, off-grade level DIBELS progress monitoring) either during the 90 minute reading block or targeted instruction block.
6. Sufficient Growth
Every 20 lessons, Planning Pages appear in the presentation books to present an overview of the skills taught, a summary of special considerations for upcoming lessons, and additional reading activities. These Planning Pages inform the teacher of the skills requiring mastery by the end of the next 20 lessons.
Sufficient growth within the program is determined by Timed Fluency Checkouts. Timed Fluency Checkouts are found in the Presentation Book and are given every fifth lesson until the end of the program. Criteria for mastery are noted within each Fluency Checkout, along with steps for remediation. Fluency Checkouts are individually administered and will take 1-4 minutes per student. Maintain a record of scores for the Fluency Checkouts to monitor sufficient growth within Reading Mastery Signature Edition Grade 1.
Students who maintain an overall average of 85% on all program components including the Fluency Checkouts and lesson/workbook exercises can be considered to be making sufficient growth. Additional attention should be paid to individual students who do not meet the 85% level for sufficient growth. Additional attention can include increasing repetition through individual turns and/or pre-teaching/re-teaching difficult concepts and skills.
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Elementary Reading Program
Page | 59
If after 10 days of providing additional attention, the student continues to perform below mastery level, consult with the district’s intervention team to engage in a problem-solving dialogue about this student.
7. Transition
Students who complete Reading Mastery Signature Edition Grade 1 at mastery will be able to read about 90 words per minute at a 2.5 reading level. After successfully completing Reading Mastery Signature Edition Grade 1, the teacher, literacy coach, and reading intervention coach should engage in a problem-solving conversation to determine the next step/program.
In general, if a student is successful in Reading Mastery Signature Edition Grade 1 and is still below reading grade level, the student should continue with Reading Mastery Signature Edition Transition or Reading Mastery Signature Edition Grade 2.
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Elementary Reading Program
Page | 60
Reading Mastery Signature Edition Transition (RMSE Transition)
1. Description
Reading Mastery Signature Edition Grade Transition (RMSE Transition) (35 lessons) is an optional level of RMSE that can be used between RMSE Grade 1 and RMSE Grade 2. RMSE Transition is primarily intended for low-performing students who have trouble moving between Grade 1—which emphasizes learning to read—and Grade 2, which emphasizes reading to learn. Transition offers these students 35 lessons of additional practice with decoding and comprehension. The daily reading selections include fantasy, factual articles, and realistic fiction. Students who complete RMSE Transition at mastery will be able to read about 90 words per minute at a 2.5 reading level.
2. Student Profile
RMSE Transition is primarily intended for low-performing students who have trouble moving between Grade 1—which emphasizes learning to read—and Grade 2, which emphasizes reading to learn. This level is optional. Students should have either completed RMSE Grade 1 to mastery or have passed the placement test for RMSE Transition/Grade 2 prior to beginning this level.
3. Group Size
Group size should not be larger than eight to ensure ample opportunities for repetition, practice, and application in order to master a concept or skill. It is critical that group size be adhered to in order to ensure mastery and accelerate learning. In addition to classroom teachers, interventionists, instructional assistants, ESS/ELD support staff, and/or specials teachers can be utilized to help reduce group sizes. RMSE Transition instructors must be formally trained and coached to ensure effective implementation.
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Elementary Reading Program
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4. Student Placement Considerations
Consultation with the district’s intervention team using a Tier II problem-solving dialogue is essential to ensure proper student placement and establish guidelines for effective implementation.
General Education Students
Typically, students who are reading at a beginning second grade reading level will place into RMSE Transition. Students should have either completed RMSE Grade 1 to mastery or have passed the placement test for RMSE Transition/Grade 2 prior to beginning this level. For general education students, student learning can be accelerated by teaching more than one lesson a day to mastery.
PLACEMENT FOR NEW READING MASTERY SIGNATURE EDITION TRANSITION STUDENTS Prior to beginning the program, students should be given the Reading Mastery Signature Edition Transition/Grade 2 placement test to determine whether Reading Mastery Signature Edition Transition is the appropriate program level. The placement test will take about three minutes per student. If Reading Mastery Signature Edition Transition is appropriate, follow the guidelines in the Teacher’s Guide to determine where to begin within the program.
PLACEMENT FOR STUDENTS PREVIOUSLY TAUGHT READING MASTERY SIGNATURE EDITION TRANSITION Students who were in Reading Mastery Signature Edition Transition previously and who maintained an overall average of 85% on all program components will not need to take the Reading Mastery Signature Edition Transition/Grade 2 placement test. Instead, the teacher will begin instruction five-ten lessons before where the students stopped.
ESS Students
Multiple measures, including the Reading Mastery Signature Edition Transition/Grade 2 placement test, are used to determine whether Reading Mastery Signature Edition Transition is an appropriate program that will meet the needs of ESS students. Some ESS students will be successful in a small group setting; however, they may require more individualized attention/modifications if their cognitive and/or processing abilities require pacing far below the pace set by the group.
Follow the same placement procedure as with general education students.
ELD Students
ELDs should receive on-going instruction in oral language development while in Reading Mastery Signature Edition Transition.
Follow the same placement procedure as with regular education students.
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Elementary Reading Program
Page | 62
5. Instructional Considerations
A typical Reading Mastery Signature Edition Transition lesson should take 50-55 minutes to complete to mastery. If it takes longer to complete one Reading Mastery Signature Edition Transition lesson (regardless of group), one or more of the following may be true:
• Previous content and skills have not been taught to mastery
• The students are not appropriately placed
• Instructional time is not maximized (i.e. transitions, down time, slow pace, deviation from program)
• Students require more repetition for mastery than program guidelines suggest
• Program modifications to overcome language barriers are incorporated for ELDs
General Education Students
90 Minute Reading Block - If students are appropriately placed, allocated time is being used in its entirety, and the teacher is teaching to mastery, teachers can teach almost two Reading Mastery Signature Edition Transition lessons in the 90 minutes.
Targeted Instruction Block - Targeted Instruction time will be spent finishing the second lesson taught during the reading block, reviewing difficult skills or concepts from previous lessons, or beginning the next lesson.
The teacher can collaborate with other RMSE teachers, the intervention facilitator, and/or their instructional coaches to develop a specific targeted instruction plan for each group. Care should be taken to integrate time for assessments (i.e. in-program mastery tests, off-grade level DIBELS progress monitoring) either during the 90 minute reading block or targeted instruction block.
ESS Students
90 Minute Reading Block - Based on the needs of the group, additional repetition may be needed to secure mastery of learning which will require a pacing adjustment. For example, some groups will need to complete the same lesson twice in the 90 minutes. Some may have to do two lessons and then repeat them the next day. Others may be able to get through 1.5 lessons per day.
Targeted Instruction Block - Targeted Instruction time will be spent finishing the second lesson taught during the reading block, reviewing difficult skills or concepts from previous lessons, or beginning the next lesson.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary Reading Program
Page | 63
The teacher can collaborate with other RMSE teachers, the intervention facilitator, and/or their instructional coaches to develop a specific targeted instruction plan for each group. Care should be taken to integrate time for assessments (i.e. in-program mastery tests, off-grade level DIBELS progress monitoring) either during the 90 minute reading block or targeted instruction block.
ELD Students
90 Minute Reading Block - Based on the needs of the group, additional repetition (see Instructional Considerations for ESS Students 90 minute reading block) and program modifications that overcome language barriers may be needed to secure mastery of learning which will require a pacing adjustment. Modifications include sheltering instruction (SIOP) through pre-teaching of vocabulary, concepts, and phrases prior to and during story reading. With this, ELDs should be able to complete one to two lessons in the 90 minute block.
Targeted Instruction Block - Targeted Instruction time will be spent finishing the second lesson taught during the reading block, reviewing difficult skills or concepts from previous lessons, or beginning the next lesson. Teachers of ELDs may provide additional vocabulary and comprehension instruction by introducing the words or concepts that will be in the next lesson.
The teacher can collaborate with other RMSE teachers, the intervention facilitator, and/or their instructional coaches to develop a specific targeted instruction plan for each group. Care should be taken to integrate time for assessments (i.e. in-program mastery tests, off-grade level DIBELS progress monitoring) either during the 90 minute reading block or targeted instruction block.
6. Sufficient Growth
Every five lessons, Planning Pages appear in the presentation books to present an overview of the skills taught, a summary of special considerations for upcoming lessons, and additional reading activities. These Planning Pages inform the teacher of the skills requiring mastery by the end of the next five lessons.
Sufficient growth within the program is determined by Mastery Tests and Timed Fluency Checkouts. Both assessments are found in the Presentation Book and are given after lessons 7, 16, 25, and 35. Criteria for mastery are noted within each Mastery Test and Fluency Checkout, along with steps for remediation. Mastery Tests and Fluency Checkouts are individually administered and will take 1-4 minutes per student. Maintain a record of scores for the Fluency Checkouts to monitor sufficient growth within Reading Mastery Signature Edition Transition.
Students who maintain an overall average of 85% on all program components including the Mastery Tests and Fluency Checkouts and lesson/workbook exercises can be considered to be making sufficient growth. Additional attention should be paid to individual
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Elementary Reading Program
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students who do not meet the 85% level for sufficient growth. Additional attention can include increasing repetition through individual turns and/or pre-teaching/re-teaching difficult concepts and skills. If after 10 days of providing additional attention, the student continues to perform below mastery level, consult with the district’s intervention team to engage in a problem-solving dialogue about this student.
7. Transition
Students who complete Reading Mastery Signature Edition Transition at mastery will be able to read about 90 words per minute at a 2.5 reading level. After successfully completing Reading Mastery Signature Edition Transition, the teacher, literacy coach, and reading intervention coach should engage in a problem-solving conversation to determine the next step/program.
In general, if a student is successful in Reading Mastery Signature Edition Transition and is still below reading grade level, the student should continue with Reading Mastery Signature Edition Grade 2.
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Elementary Reading Program
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Reading Mastery Signature Edition Grade 2 (RMSE Grade 2)
1. Description
Reading Mastery Signature Edition Grade 2 (RMSE Grade 2) (145 lessons) provides a very strong focus on the skills needed for students to become proficient at letting a textbook or article “teach” them something that may involve rules and evidence. RMSE Grade 2 is geared to have students “read to learn,” emphasizing reasoning and study skills. The daily reading selections include realistic fiction, fantasy and factual articles. Students in RMSE Grade 2 will have solid decoding skills, a relatively large reading vocabulary, and a good working knowledge of word meanings. Students who complete RMSE Grade 2 at mastery will be able to read at or above end of second grade benchmark goals.
2. Student Profile
Any student who has not mastered proficiency in reading to learn, including ESS, and/or who would benefit from systematic, explicit, and highly repetitive instruction to ensure mastery will benefit from this program. Students should have either completed RMSE Grade 1 or RMSE Transition to mastery, or have passed the placement test for RMSE Grade 1 prior to beginning this level.
3. Group Size
Group size should not be larger than eight to ensure ample opportunities for repetition, practice, and application in order to master a concept or skill. It is critical that group size be adhered to in order to ensure mastery and accelerate learning. In addition to classroom teachers, interventionists, instructional assistants, ESS/ELD support staff, and/or specials teachers can be utilized to help reduce group sizes. RMSE Grade 1 instructors must be formally trained and coached to ensure effective implementation.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary Reading Program
Page | 66
4. Student Placement Considerations
Consultation with the district’s intervention team using a Tier II problem-solving dialogue is essential to ensure proper student placement and establish guidelines for effective implementation.
General Education Students
Typically, students who are reading at a beginning second grade reading level will place into RMSE Grade 2. Students should have either completed RMSE Grade 1 to mastery or have passed the placement test for RMSE Grade 2 prior to beginning this level. For general education students, student learning can be accelerated by teaching more than one lesson a day to mastery.
PLACEMENT FOR NEW READING MASTERY SIGNATURE EDITION GRADE 1 STUDENTS Prior to beginning the program, students should be given the Reading Mastery Signature Edition Grade 2 placement test (Teacher’s Guide p. 73-76a) to determine whether Reading Mastery Signature Edition Grade 2 is the appropriate program level. The placement test will take about seven minutes per student. If Reading Mastery Signature Edition Grade 2 is appropriate, follow the guidelines in the Teacher’s Guide to determine where to begin within the program.
If student data indicates proficiency on beginning second grade reading skills, administer the in-program timed Fluency Checkouts (given every five lessons) until the student fails a checkout. Place the student five lessons earlier than the failed checkout. (If the student fails Checkout Lesson 45, place the student at lesson 40.)
PLACEMENT FOR STUDENTS PREVIOUSLY TAUGHT READING MASTERY SIGNATURE EDITION GRADE 2 Students who were in Reading Mastery Signature Edition Grade 2 previously and who maintained an overall average of 85% on all program components will not need to take the Reading Mastery Signature Edition Grade 2 placement test. Instead, the teacher will begin instruction five-ten lessons before where the students stopped.
ESS Students
Multiple measures, including the Reading Mastery Signature Edition Grade 2 placement test, are used to determine whether Reading Mastery Signature Edition Grade 2 is an appropriate program that will meet the needs of ESS students. Some ESS students will be successful in a small group setting; however, they may require more individualized attention/modifications if their cognitive and/or processing abilities require pacing far below the pace set by the group.
Follow the same placement procedure as with general education students.
ELD Students
ELDs should receive on-going instruction in oral language development while in Reading Mastery Signature Edition Grade 2.
Follow the same placement procedure as with regular education students.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary Reading Program
Page | 67
5. Instructional Considerations
A typical Reading Mastery Signature Edition Grade 2 lesson should take 70-80 minutes to complete to mastery. If it takes longer to complete one Reading Mastery Signature Edition Grade 2 lesson (regardless of group), one or more of the following may be true:
• Previous content and skills have not been taught to mastery
• The students are not appropriately placed
• Instructional time is not maximized (i.e. transitions, down time, slow pace, deviation from program)
• Students require more repetition for mastery than program guidelines suggest
• Program modifications to overcome language barriers are incorporated for ELDs
General Education Students
90 Minute Reading Block - If students are appropriately placed, allocated time is being used in its entirety, and the teacher is teaching to mastery, teachers can teach more than one Reading Mastery Signature Edition Grade 2 lessons in the 90 minutes.
Targeted Instruction Block - Targeted Instruction time will be spent finishing the lesson taught during the reading block, reviewing difficult skills or concepts from previous lessons, or beginning the next lesson.
The teacher can collaborate with other RMSE teachers, the intervention facilitator, and/or their instructional coaches to develop a specific targeted instruction plan for each group. Care should be taken to integrate time for assessments (i.e. in-program mastery tests, off-grade level DIBELS progress monitoring) either during the 90 minute reading block or targeted instruction block.
ESS Students
90 Minute Reading Block - Based on the needs of the group, additional repetition may be needed to secure mastery of learning which will require a pacing adjustment. For example, some groups will need to complete parts of the same lesson twice in the 90 minutes. Some may have to teach two lessons, then repeat one of them on another day. Others may be able to get through 1.5 lessons per day.
Targeted Instruction Block - Targeted Instruction time will be spent finishing the lesson taught during the reading block, reviewing difficult skills or concepts from previous lessons, or beginning the next lesson.
The teacher can collaborate with other RMSE teachers, the intervention facilitator, and/or their instructional coaches to develop a specific targeted instruction plan for each group.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary Reading Program
Page | 68
Care should be taken to integrate time for assessments (i.e. in-program mastery tests, off-grade level DIBELS progress monitoring) either during the 90 minute reading block or targeted instruction block.
ELD Students
90 Minute Reading Block - Based on the needs of the group, additional repetition (see Instructional Considerations for ESS Students 90 minute reading block) and program modifications that overcome language barriers may be needed to secure mastery of learning which will require a pacing adjustment. Modifications include sheltering instruction (SIOP) through pre-teaching of vocabulary, concepts, and phrases prior to and during story reading. With this, ELDs should be able to complete one lesson in the 90 minute block.
Targeted Instruction Block - Targeted Instruction time will be spent finishing the lesson taught during the reading block, reviewing difficult skills or concepts from previous lessons, or beginning the next lesson. Teachers of ELDs may provide additional vocabulary and comprehension instruction by introducing the words or concepts that will be in the next lesson.
The teacher can collaborate with other RMSE teachers, the intervention facilitator, and/or their instructional coaches to develop a specific targeted instruction plan for each group. Care should be taken to integrate time for assessments (i.e. in-program mastery tests, off-grade level DIBELS progress monitoring) either during the 90 minute reading block or targeted instruction block.
6. Sufficient Growth
Every five lessons, Planning Pages appear in the presentation books to present an overview of the skills taught, a summary of special considerations for upcoming lessons, and additional reading activities. These Planning Pages inform the teacher of the skills requiring mastery by the end of the next five lessons.
Sufficient growth within the program is determined by Mastery Tests and Timed Fluency Checkouts. Both assessments are found in the Presentation Book. Every 10th lesson is a Mastery Test. Fluency Checkouts are given every five lessons (10, 15, 20, etc.). Criteria for mastery are noted within each Mastery Test and Fluency Checkout, along with steps for remediation. Mastery Tests are group administered; Fluency Checkouts are individually administered. Mastery Tests will take 20-25 minutes to administer and Fluency Checkouts will take two minutes per student. Maintain a record of scores for the Fluency Checkouts to monitor sufficient growth within Reading Mastery Signature Edition Grade 2.
Students who maintain an overall average of 85% on all program components including the Mastery Tests, Fluency Checkouts, and lesson/workbook exercises can be considered to be making sufficient growth. Additional attention should be paid to individual students who do not meet the 85% level for sufficient growth. Additional attention can include
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary Reading Program
Page | 69
increasing repetition through individual turns and/or pre-teaching/re-teaching difficult concepts and skills. If after 10 days of providing additional attention, the student continues to perform below mastery level, consult with the district’s intervention team to engage in a problem-solving dialogue about this student.
7. Transition
Students who complete Reading Mastery Signature Edition Grade 2 at mastery will be able to read at or above end of second grade reading material and criteria. After successfully completing Reading Mastery Signature Edition Grade 2, the teacher, literacy coach, and reading intervention coach should engage in a problem-solving conversation to determine the next step/program.
In general, if a student is successful in Reading Mastery Signature Edition Grade 2 and is still below reading grade level, the student should continue with Reading Mastery Signature Edition Grade 3.
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Elementary Reading Program
Page | 70
Reading Mastery Signature Edition Grade 3 (RMSE Grade 3)
1. Description
Reading Mastery Signature Edition Grade 3 (RMSE Grade 3) (140 lessons) continues to provide a very strong focus on the skills needed for students to become proficient at letting a textbook or article “teach” them something that may involve rules and evidence. RMSE Grade 3 is geared to have students “read to learn,” emphasizing problem-solving skills and reading in the content areas. RMSE Grade 3 students evaluate problems and solutions, learn facts about the world, and complete research projects. Many of the daily reading selections incorporate facts from science and social studies. Students in RMSE Grade 3 will have solid decoding skills, a relatively large reading vocabulary, and a good working knowledge of word meanings. Students who complete RMSE Grade 3 at mastery will be able to read at or above end of third grade benchmark goals.
2. Student Profile
Any student who has not mastered proficiency in reading to learn, including ESS, and/or who would benefit from systematic, explicit, and highly repetitive instruction to ensure mastery will benefit from this program. Students should have either completed RMSE Grade 2 or have passed the placement test for RMSE Grade 3 prior to beginning this level.
3. Group Size
Group size should not be larger than eight to ensure ample opportunities for repetition, practice, and application in order to master a concept or skill. It is critical that group size be adhered to in order to ensure mastery and accelerate learning. In addition to classroom teachers, interventionists, instructional assistants, ESS/ELD support staff, and/or specials teachers can be utilized to help reduce group sizes. RMSE Grade 1 instructors must be formally trained and coached to ensure effective implementation.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary Reading Program
Page | 71
4. Student Placement Considerations
Consultation with the district’s intervention team using a Tier II problem-solving dialogue is essential to ensure proper student placement and establish guidelines for effective implementation.
General Education Students
Typically, students who are reading at a beginning third grade reading level will place into RMSE Grade 3. Students should have either completed RMSE Grade 2 to mastery or have passed the placement test for RMSE Grade 3 prior to beginning this level. For general education students, student learning can be accelerated by teaching more than one lesson a day to mastery.
PLACEMENT FOR NEW READING MASTERY SIGNATURE EDITION GRADE 1 STUDENTS Prior to beginning the program, students should be given the Reading Mastery Signature Edition Grade 3 placement test (Teacher’s Guide p. 71-74) to determine whether Reading Mastery Signature Edition Grade 3 is the appropriate program level. The placement test will take about five minutes per student. If Reading Mastery Signature Edition Grade 3 is appropriate, follow the guidelines in the Teacher’s Guide to determine where to begin within the program.
If student data indicates proficiency on beginning third grade reading skills, administer the in-program timed Fluency Checkouts (given every five lessons) until the student fails a checkout. Place the student five lessons earlier than the failed checkout. (If the student fails Checkout Lesson 45, place the student at lesson 40.)
PLACEMENT FOR STUDENTS PREVIOUSLY TAUGHT READING MASTERY SIGNATURE EDITION GRADE 3 Students who were in Reading Mastery Signature Edition Grade 3 previously and who maintained an overall average of 85% on all program components will not need to take the Reading Mastery Signature Edition Grade 3 placement test. Instead, the teacher will begin instruction five-ten lessons before where the students stopped.
ESS Students
Multiple measures, including the Reading Mastery Signature Edition Grade 3 placement test, are used to determine whether Reading Mastery Signature Edition Grade 3 is an appropriate program that will meet the needs of ESS students. Some ESS students will be successful in a small group setting; however, they may require more individualized attention/modifications if their cognitive and/or processing abilities require pacing far below the pace set by the group.
Follow the same placement procedure as with general education students.
ELD Students
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary Reading Program
Page | 72
ELDs should receive on-going instruction in oral language development while in Reading Mastery Signature Edition Grade 3.
Follow the same placement procedure as with regular education students.
5. Instructional Considerations
A typical Reading Mastery Signature Edition Grade 3 lesson should take 70-80 minutes to complete to mastery. If it takes longer to complete one Reading Mastery Signature Edition Grade 3 lesson (regardless of group), one or more of the following may be true:
• Previous content and skills have not been taught to mastery
• The students are not appropriately placed
• Instructional time is not maximized (i.e. transitions, down time, slow pace, deviation from program)
• Students require more repetition for mastery than program guidelines suggest
• Program modifications to overcome language barriers are incorporated for ELDs
General Education Students
90 Minute Reading Block - If students are appropriately placed, allocated time is being used in its entirety, and the teacher is teaching to mastery, teachers can teach more than one Reading Mastery Signature Edition Grade 3 lessons in the 90 minutes.
Targeted Instruction Block - Targeted Instruction time will be spent finishing the lesson taught during the reading block, reviewing difficult skills or concepts from previous lessons, or beginning the next lesson.
The teacher can collaborate with other RMSE teachers, the intervention facilitator, and/or their instructional coaches to develop a specific targeted instruction plan for each group. Care should be taken to integrate time for assessments (i.e. in-program mastery tests, off-grade level DIBELS progress monitoring) either during the 90 minute reading block or targeted instruction block.
ESS Students
90 Minute Reading Block - Based on the needs of the group, additional repetition may be needed to secure mastery of learning which will require a pacing adjustment. For example, some groups will need to complete parts of the same lesson twice in the 90 minutes. Some may have to teach two lessons then repeat one of them on another day. Others may be able to get through 1.5 lessons per day.
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Elementary Reading Program
Page | 73
Targeted Instruction Block - Targeted Instruction time will be spent finishing the lesson taught during the reading block, reviewing difficult skills or concepts from previous lessons, or beginning the next lesson.
The teacher can collaborate with other RMSE teachers, the intervention facilitator, and/or their instructional coaches to develop a specific targeted instruction plan for each group. Care should be taken to integrate time for assessments (i.e. in-program mastery tests, off-grade level DIBELS progress monitoring) either during the 90 minute reading block or targeted instruction block.
ELD Students
90 Minute Reading Block - Based on the needs of the group, additional repetition (see Instructional Considerations for ESS Students 90 minute reading block) and program modifications that overcome language barriers may be needed to secure mastery of learning which will require a pacing adjustment. Modifications include sheltering instruction (SIOP) through pre-teaching of vocabulary, concepts, and phrases prior to and during story reading. With this, ELDs should be able to complete one lesson in the 90 minute block.
Targeted Instruction Block - Targeted Instruction time will be spent finishing the lesson taught during the reading block, reviewing difficult skills or concepts from previous lessons, or beginning the next lesson. Teachers of ELDs may provide additional vocabulary and comprehension instruction by introducing the words or concepts that will be in the next lesson.
The teacher can collaborate with other RMSE teachers, the intervention facilitator, and/or their instructional coaches to develop a specific targeted instruction plan for each group. Care should be taken to integrate time for assessments (i.e. in-program mastery tests, off-grade level DIBELS progress monitoring) either during the 90 minute reading block or targeted instruction block.
6. Sufficient Growth
Every five lessons, Planning Pages appear in the presentation books to present an overview of the skills taught, a summary of special considerations for upcoming lessons, and additional reading activities. These Planning Pages inform the teacher of the skills requiring mastery by the end of the next five lessons.
Sufficient growth within the program is determined by Mastery Tests and Timed Fluency Checkouts. Both assessments are found in the Presentation Book. Every 10th lesson is a Mastery Test. Fluency Checkouts are given every five lessons (10, 15, 20, etc.). Criteria for mastery are noted within each Mastery Test and Fluency Checkout, along with steps for remediation. Mastery Tests are group administered; Fluency Checkouts are individually
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary Reading Program
Page | 74
administered. Mastery Tests will take 20-25 minutes to administer and Fluency Checkouts will take two minutes per student. Maintain a record of scores for the Fluency Checkouts to monitor sufficient growth within Reading Mastery Signature Edition Grade 3.
Students who maintain an overall average of 85% on all program components including the Mastery Tests, Fluency Checkouts, and lesson/workbook exercises can be considered to be making sufficient growth. Additional attention should be paid to individual students who do not meet the 85% level for sufficient growth. Additional attention can include increasing repetition through individual turns and/or pre-teaching/re-teaching difficult concepts and skills. If after 10 days of providing additional attention, the student continues to perform below mastery level, consult with the district’s intervention team to engage in a problem-solving dialogue about this student.
7. Transition
Students who complete Reading Mastery Signature Edition Grade 3 at mastery will be able to read at or above end of second grade reading material and criteria. After successfully completing Reading Mastery Signature Edition Grade 3, the teacher, literacy coach, and reading intervention coach should engage in a problem-solving conversation to determine the next step/program.
In general, if a student is successful in Reading Mastery Signature Edition Grade 3 and is still below reading grade level, the student should continue with Reading Mastery Signature Edition Grade 4.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary
Reading
Program
Page | 75
READ Plan (Reading to Ensure Academic
Development)
Division of Academic Achievement Learning Services 1 0 2 5 N I N T H A V E N U E G R E E L E Y , C O L O R A D O 8 0 6 3 1 9 7 0 - 3 4 8 - 6 0 0 0
9/11/2014
READ Plan Checklist
Elementary (K-3)
August Obtain list of students identified as having a Significant Reading Deficiency (SRD) from Department of Learning
Services (beginning 2014-2015 school year).
Kindergarten Testing
Letter Naming Screener
DIBELS Next Benchmark Assessment
1st Grade Testing
First Grade Phonics Benchmark Assessment
October
Determination of Students with a Significant Reading Deficiency Identify students with a Significant Reading Deficiency (SRD) by those who score INTENSIVE on the fall
DIBELS Benchmark Assessment and the last progress monitoring assessment given in the last week of October: o Kindergarten: Fall Benchmark Composite + First Sound Fluency PM o 1st Grade: Fall Benchmark Composite + Nonsense Word Fluency: Correct Letter
Sounds PM o 2nd & 3rd Grade: Fall Benchmark Composite + DORF: Words Read Correct PM
November
- READ PLAN NOTIFICATION LETTER
Send parent/guardian notification letter to schedule a conference Development of READ Plans using the Enrich System The READ Act requires the creation and implementation of an individual intervention plan (called a READ plan) for students identified with a significant reading deficiency. The Act requires specific components for the READ plan, guidelines on parental involvement, and timing of plan creation. As appropriate, a local education provider may integrate into a student’s Individualized Education Plan or Individualized Readiness Plan intervention instruction and strategies to address the student’s reading deficiencies in lieu of a READ plan.
Analyze all data that applies to the student to inform the READ Plan: o DIBELS Next Benchmark and Progress Monitoring o Teaching Strategies GOLD (Kindergarten)
September Beginning of the year DIBELS Next Benchmark Assessment
Individually assess all 1st-3rd grade students using the DIBELS Next Benchmark Assessments
Identify students who are INTENSIVE on the DIBELS composite and create READ “watch” lists for grades K-3
Progress Monitoring
Students who have an INTENSIVE Composite Score must be monitored every 1-2 weeks using the appropriate DIBELS progress monitoring assessment o Kindergarten: First Sound Fluency o 1st Grade: Nonsense Word Fluency (NWF) and Phoneme Segmentation Fluency (PSF) only if no record of
passing PSF in kindergarten o 2nd & 3rd Grade: DORF
Diagnostic Assessment: Administer Phonics Benchmark Assessment (PBA) and DIBELS Deep Phonemic Awareness during the window outlined on the Elementary Assessment Calendar
- DISCUSSION During Parent/Teacher conferences, inform parents of READ “watch” list students about their child’s reading achievement, data, and potential READ Plan, including instructional strategies and interventions that will be employed and monitored.
Assessment
Placement
Division of Academic Achievement Learning Services 1 0 2 5 N I N T H A V E N U E G R E E L E Y , C O L O R A D O 8 0 6 3 1 9 7 0 - 3 4 8 - 6 0 0 0
9/11/2014
o Phonics Benchmark Assessment (Grades 1 – 3) o WIDA ACCESS o Kindergarten Reading Comprehension Assessment o Reading Theme Tests (Grade 1) o Reading Common Assessment (Grades 2-3) o Galileo Reading Benchmark (Grade 3)
Develop READ Plans for students identified using fall criteria in Enrich (completed plans in Enrich by end of December)
- PARENT CONFERENCE If a student is identified with a significant reading deficiency, teachers must attempt to meet with parents and jointly create the child’s READ plan. If after three documented attempts, the teacher is unable to meet with the student’s parents, teachers may create the READ plan and share the information with parents. Information shared must include a copy of the READ plan, an explanation of the scientifically- or evidenced-based reading program being used, any other services the student will receive, and any additional support the parent could provide.
Meet with parents of students with an SRD to review the READ Plan by the 1st week of December. See attachment for talking points (CDE website: http://www.cde.state.co.us/coloradoliteracy/ReadAct/ under Parent Communication).
o If the Parents are Unable to Meet: A written copy of the READ plan with a clear, written explanation of the reading instructional
programming and other reading-related services the student will receive during core and targeted instruction under the plan provided and the strategies that the parent is encouraged to apply in assisting the student in achieving reading competency.
A written explanation of the information included in the attached talking points (numbers 1-7).
December Middle of the year DIBELS Next Benchmark Assessment
Individually assess all K-3 students using the DIBELS Next Benchmark Assessments
Identify students who are INTENSIVE on the DIBELS composite and create READ “watch” lists for grades K-3
Progress Monitoring
Students who have an INTENSIVE Composite Score must be monitored every 1-2 weeks using the appropriate DIBELS progress monitoring assessment. o Kindergarten:
For READ “watch” students only, progress monitor FSF until 3 points are collected and SRD is determined at the end of January. Then, the following PM guidelines should be considered:
If student is Below or Well Below Benchmark at Winter benchmark for Phoneme Segmentation Fluency (PSF), then progress monitor both (PSF) and Nonsense Word Fluency (NWF) until PSF benchmark is reached on three consecutive progress monitoring assessments. Continue to progress monitor NWF.
If student is Benchmark on PSF at Winter Benchmark, then progress monitor using NWF o 1st Grade:
For READ “watch” students only, progress monitor NWF until 3 points are collected and SRD is determined at the end of January. Then, begin progress monitoring DORF
o 2nd & 3rd Grade: DORF
Diagnostic Assessment: DIBELS Deep Phonemic Awareness and Word Reading Decoding during the window outlined on the Elementary Assessment Calendar
January
Determination of Students with a Significant Reading Deficiency Identify students with a Significant Reading Deficiency (SRD) by those who score
INTENSIVE on the winter DIBELS Benchmark Assessment and the last progress monitoring assessments given in the last week of January: o Kindergarten: Winter Benchmark Composite + First Sound Fluency PM o 1st Grade: Winter Benchmark Composite + Nonsense Word Fluency: Whole Words Read PM o 2nd & 3rd Grade: Winter Benchmark Composite + DORF: Words Read Correct PM
Assessment
Placement
Division of Academic Achievement Learning Services 1 0 2 5 N I N T H A V E N U E G R E E L E Y , C O L O R A D O 8 0 6 3 1 9 7 0 - 3 4 8 - 6 0 0 0
9/11/2014
March/April
- INITIAL CONFERENCE (Recommendation for Retention only) In the 2013-2014 school year, within 45 days before the end of any school year prior to a student’s 4th grade year (K-3), if a teacher finds that a student has a significant reading deficiency from a body of evidence, the teacher communicates a need for an intervention to the school principal. The school principal will consider and determine if retention is an appropriate intervention strategy. The principal, with guidance from school director, shall decide whether to advance the child to the next grade level. If retention is determined to be the right intervention, then an initial conference with parents occurs (follow district retention guidelines). However, the final decision regarding advancement is made by the parent.
February Administer TCAP assessment to all students in grade 3
Diagnostic Assessment: Administer Phonics Benchmark Assessment (PBA) during the window outlined on the Elementary Assessment Calendar
- READ PLAN NOTIFICATION LETTER and PARENT CONFERENCE
Send parent/guardian notification letter and schedule a conference during PTC in February (new plans only)
Develop READ Plans for students identified using winter criteria in Enrich (completed plans in Enrich by end of February)
Inform/Update parents on student progress at mid-year Parent/Teacher conferences. Review READ Plan and include recommendations for future interventions. If parents do not attend conferences, attempt to contact them.
Continue to progress monitor and provide appropriate intervention strategies to accelerate progress.
May End of Year Assessments
o DIBELS Next o Galileo Reading Benchmark (Grade 3) o Kindergarten Reading Comprehension Assessment o Reading Theme Tests (Grade 1) o Reading Common Assessment (Grades 2-3) o Phonics Benchmark Assessment (Grades 1-3)
Continue to progress monitor and provide appropriate intervention strategies to accelerate progress.
End of Year Reporting o Teacher recommends to the principal students who should exit the READ Plan based on the following body
of evidence: Kindergarten: Benchmark on DIBELS Spring Composite 1st Grade: Benchmark on DIBELS Spring Composite 2nd Grade: Benchmark on DIBELS Spring Composite 3rd Grade: Proficient on TCAP
o Principal accepts or denies request to exit students in the Enrich system by the last student day. o Learning Services Department will report to CDE the following information:
Total number and percentage of K-3 students identified with a SRD; Total number of students not recommended for advancement. Total number of students on a READ Plan that advanced to the next grade level; The level of support (Benchmark, Below Benchmark, Well Below Benchmark) on DIBELS spring
benchmark for all identified students progressing toward reading competency, regardless of advancement decision
- DISCUSSION OR CONFERENCE
Send READ Plan May letter home to parents two weeks prior to the end of the school year.
Inform parents of student progress (send a copy of the READ Plan to parents if requested). Parents may request a conference in the spring with the current teacher.
Assessment
Division of Academic Achievement Learning Services 1 0 2 5 N I N T H A V E N U E G R E E L E Y , C O L O R A D O 8 0 6 3 1 9 7 0 - 3 4 8 - 6 0 0 0
9/11/2014
Talking Points for Parent Communication Upon Determination of a Significant Reading Deficiency (SRD)
Beginning in the 2013-14 school year, upon finding that a student has a SRD, the Local Education Provider (LEP) shall ensure that the student receives a READ plan, the teacher and any other skilled school professionals, if possible, meet with the student's parent to:
A. Discuss the information specified below under communication, numbers 1-7 (this information can be communicated orally and should to the extent practicable be provided in writing, in a language the parent understands.)
B. Jointly create the student's READ plan.
Communication shall include the following: 1. The state's goal is for all children in Colorado to graduate from high school having attained skill levels that adequately prepare them for postsecondary studies or for the workforce and research demonstrates that achieving reading competency by third grade is a critical milestone in achieving this goal. 2. The nature of the student's significant reading deficiency, including a clear explanation of what the significant reading deficiency is and the basis upon which the teacher identified the significant reading deficiency. 3. If the student enters fourth grade without achieving reading competency, he or she is significantly more likely to fall behind in all subject areas beginning in fourth grade and continuing in later grades. If the student's reading skill deficiencies are not remediated, it is likely that the student will not have the skills necessary to complete the course work required to graduate from high school. 4. Reading skills are critical to success in school. Under state law, the student qualifies for and the LEP is required to provide targeted, scientifically based or evidence-based interventions to remediate the student's specific, diagnosed reading skill deficiencies, which interventions are designed to enable the student to achieve reading competency and attain the skills necessary to achieve the state's academic achievement goals. 5. The student's READ plan will include targeted, scientifically based or evidence-based intervention instruction to address and remediate the student's specific, diagnosed reading skill deficiencies. 6. The parent plays a central role in supporting the student's efforts to achieve reading competency, the parent is strongly encouraged to work with the student's teacher in implementing the READ plan, and, to supplement the intervention instruction the student receives in school, the READ plan will include strategies the parent is encouraged to use at home to support the student's reading success.
Division of Academic Achievement Learning Services 1 0 2 5 N I N T H A V E N U E G R E E L E Y , C O L O R A D O 8 0 6 3 1 9 7 0 - 3 4 8 - 6 0 0 0
9/11/2014
7. There are serious implications to a student entering fourth grade with a significant reading deficiency and, therefore, if the student continues to have a significant reading deficiency at the end of the school year, under state law, the parent, the student's teacher, and other personnel of the LEP are required to meet and consider retention as an intervention strategy and determine whether the student, despite having a significant reading deficiency, is able to maintain adequate academic progress at the next grade level.
Additional Considerations: Additionally the teacher and the other personnel of the LEP are encouraged to communicate and discuss information concerning resources that are available through the LEP or through other entities within the community that may support the student in achieving reading competency.
If the Parents are Unable to Meet: If, after making documented attempts, the teacher is unable to meet with the student's parent to create the READ plan, the teacher and any other skilled school professionals the LEP may choose to select shall create the Student's READ plan and ensure that the student's parent receives the following information in a language the parent understands (if practicable):
A. A written copy of the READ plan with a clear, written explanation of the scientifically based or evidence-based reading instructional programming and other reading-related services the student will receive under the plan and the strategies that the parent is encouraged to apply in assisting the student in achieving reading competency.
B. A written explanation of the information included in the talking points (numbers 1-7).
ON-GOING COMMUNICATION FOR PARENTS: The LEP shall ensure that the parent of each student who has a READ plan receives ongoing, regular updates from the student's teacher, which may occur through existing methods of communication, concerning the results of the intervention instruction described in the plan and the student's progress in achieving reading competency. The student's teacher is encouraged to communicate with the parent concerning the parent's progress in implementing the home reading strategies identified in the student's READ plan. To the extent practicable, the teacher shall communicate with the parent in a language the parent understands.
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary Reading Program
Page | 81
Assessment
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary Reading Program
Page | 82
Assessment Calendar
8-1-
14
Mon
day
Tues
day
Wed
nesd
ay
Thur
sday
Fr
iday
1
4 5
6 7
8
11
12
13
14 Fi
rst
Day
of
Scho
ol
for
Gra
des
1-12
PBA
Win
dow
#1
Ope
ns
(Opt
iona
l gra
des
2-5)
Ki
nder
Tes
ting
: L
ette
r N
ame
Scre
ener
D
IBEL
S Fa
ll
Be
nchm
ark
Test
ing
(opt
iona
l Win
dow
) M
ath
Com
mon
#1
15
Kind
er T
esti
ng:
Let
ter
Nam
e Sc
reen
er
DIB
ELS
Fall
Benc
hmar
k Te
stin
g (
Opt
iona
l
Win
dow
) M
ath
Com
mon
#1
18
Kind
er T
esti
ng:
Let
ter
Nam
e Sc
reen
er
DIB
ELS
Fall
Benc
hmar
k Te
stin
g (O
ptio
nal W
indo
w)
Mat
h Co
mm
on #
1
19
20
21
22
25
Gra
des
3-5
Gal
ileo
Pre
-Tes
t (R
,M)
Ope
ns**
G
rade
5 G
alile
o Pr
e-Te
st S
cien
ce O
pens
(M
AST
-EL
scho
ols
only
) G
rade
1 R
eadi
ng T
hem
e 1
(opt
iona
l)
26
27
28
29
Gra
des
3-5
Gal
ileo
Pre-
Test
(R,
M)
Clos
es
Gra
de 5
Gal
ileo
Pre-
Test
Sc
ienc
e Cl
oses
(M
AST
-EL
scho
ols
only
) P
BA W
indo
w #
1 Cl
oses
(O
ptio
nal g
rade
s 2-
5))
Ele
men
tary
Ass
essm
ent
Cal
end
ar
Au
gust
20
14
Ass
essm
ent
Not
es:
**D
ate
on t
he A
sses
smen
t
Cale
ndar
ref
lect
s th
e la
st d
ay t
o ad
min
iste
r co
mm
on a
sses
smen
ts.
*1st
Gra
de R
eadi
ng T
hem
e Sk
ills
Acce
lera
ted—
See
Pa
cing
Gui
de
for
Asse
ssm
ent
Dat
es.
RMSE
In
-pro
gram
Mas
tery
Tes
ts a
nd/o
r Ra
te a
nd A
ccur
acy
Chec
kout
s gi
v-en
eve
ry 5
-10
less
ons
(see
RM
SE
Teac
her’
s G
uide
for
det
ails
) D
IBEL
S Be
nchm
ark:
4-6
wee
ks
Belo
w B
ench
mar
k: 1
0-12
day
s W
ell B
elow
Ben
chm
ark:
7-1
0 da
ys
WID
A A
PT
Giv
en t
o st
uden
ts w
ho a
re n
ew t
o th
e di
stri
ct w
hose
pri
mar
y la
n-gu
age
is n
ot E
nglis
h.
8/12
- 8
/15
Gra
des
1-5
teac
hers
rev
iew
dat
a fr
om g
reen
fol
der
in s
tude
nt
cu
mul
ativ
e fo
lder
. 8/
25 -
8/2
9 G
rade
s 3-
5 G
alile
o Pr
e-Te
st (
R,M
) G
rade
5 G
alile
o Pr
e-Te
st S
cien
ce
(MAS
T EL
sch
ools
onl
y)
** 5
th g
rade
will
tak
e on
e su
bjec
t on
the
com
pute
r
8-1-
14
Mon
day
Tues
day
Wed
nesd
ay
Thur
sday
Fr
iday
1 La
bor
Day
D
istr
ict
Clos
ed
2 3
4 5 G
rade
1 R
eadi
ng
Them
e 2
(opt
iona
l)
8 9
10
Gra
de 1
Mat
h U
nit
1 G
rade
5 M
ath
Uni
t 1
11
Gra
de 4
Mat
h U
nit
1
12
15
16
17
18
19 N
o Sc
hool
for
St
uden
ts
22
Gra
des
K-3
DIB
ELS
Dee
p W
indo
w O
pens
23
24
25
26
G
rade
2 M
ath
Uni
t 1
29
Gra
de 1
Qua
rter
1
Wri
ting
Pos
t
As
sess
men
t O
pens
G
rade
1 R
eadi
ng
Th
eme
3
WID
A M
odel
Tes
ting
W
indo
w O
pens
30
Kin
der
Mat
h Co
mm
on
Asse
ssm
ent
Win
dow
1
Ope
ns
Ele
men
tary
Ass
essm
ent
Cal
end
ar
Sep
tem
ber
2014
A
sses
smen
t N
otes
: **
Dat
e on
the
Ass
essm
ent
Cale
ndar
ref
lect
s th
e la
st
day
to a
dmin
iste
r co
mm
on
asse
ssm
ents
. *1
st G
rade
Rea
ding
The
me
Skill
s Ac
cele
rate
d—Se
e
Paci
ng G
uide
for
Ass
essm
ent
Dat
es.
RMSE
In
-pro
gram
Mas
tery
Tes
ts
and/
or R
ate
and
Accu
racy
Ch
ecko
uts
give
n ev
ery
5-10
le
sson
s (s
ee R
MSE
Tea
cher
’s
Gui
de f
or d
etai
ls)
DIB
ELS
Benc
hmar
k: 4
-6 w
eeks
Be
low
Ben
chm
ark:
10-
12
days
W
ell B
elow
Ben
chm
ark:
7-10
day
s 9/
2 -
9/11
G
rade
s K-
5 D
IBEL
S Fa
ll
Benc
hmar
k Te
stin
g
DIB
ELS
Fall
Benc
hmar
k Sw
eep
Gra
des
K-5
DIB
ELS
Fall
Benc
hmar
k Sw
eep
Gra
des
K-5
8-1-
14
Mon
day
Tues
day
Wed
nesd
ay
Thur
sday
Fr
iday
1
2 3 W
IDA
Mod
el T
esti
ng
Win
dow
Clo
ses
Gra
de 1
Qua
rter
1
Wri
ting
Pos
t
As
sess
men
t Cl
oses
6 Gra
des
2-5
Lang
uage
Ar
ts C
omm
on
As
sess
men
t #1
Ope
ns
7 8
9 10
A
MC
Dat
a Co
llect
ion
Due
K
inde
r M
ath
Com
mon
As
sess
men
t W
indo
w 1
Cl
oses
G
rade
3 M
ath
Uni
t 1
13
PBA
Win
dow
#2
Ope
ns
14
15
16
G
rade
s 2-
5 La
ngua
ge
Arts
Com
mon
Asse
ssm
ent
#1 C
lose
s
End
of Q
uart
er 1
17
Mid
-Sem
este
r
Vaca
tion
N
o Sc
hool
20
Gra
des
3-5
Gal
ileo
Benc
hmar
k 1T
esti
ng
(R,
M)
Ope
ns**
21
Gra
de 1
Rea
ding
Th
eme
4
22
23
24
Gra
des
3-5
Gal
ileo
Benc
hmar
k 1
Test
ing
(R
, M
) Cl
oses
G
rade
s K-
3 D
IBEL
S D
eep
Win
dow
Clo
ses
TS
Gol
d Fa
ll Ch
eckp
oint
27
28
29
30
31
P
BA W
indo
w #
2 Cl
oses
Ele
men
tary
Ass
essm
ent
Cal
end
ar
Oct
ober
20
14
Ass
essm
ent
Not
es:
**D
ate
on t
he A
sses
smen
t Ca
lend
ar r
efle
cts
the
last
da
y to
adm
inis
ter
com
mon
as
sess
men
ts.
*1st
Gra
de R
eadi
ng T
hem
e Sk
ills
Acce
lera
ted—
See
Pa
cing
Gui
de f
or A
sses
smen
t D
ates
. RM
SE
In-p
rogr
am M
aste
ry T
ests
an
d/or
Rat
e an
d Ac
cura
cy
Chec
kout
s gi
ven
ever
y 5-
10
less
ons
(see
RM
SE T
each
er’s
G
uide
for
det
ails
) D
IBEL
S Be
nchm
ark:
4-6
wee
ks
Belo
w B
ench
mar
k: 1
0-12
da
ys
Wel
l Bel
ow B
ench
mar
k:
7-
10 d
ays
10/2
0 -
10/2
4 G
alile
o Be
nchm
ark
1 Te
stin
g (R
, M
) **
4th
gra
de w
ill t
ake
one
subj
ect
on t
he c
ompu
ter
8-1-
14
Mon
day
Tues
day
Wed
nesd
ay
Thur
sday
Fr
iday
3 G
rade
4 P
E/H
ealt
h
Asse
ssm
ent
Win
dow
O
pens
G
rade
3 A
rt A
sses
smen
t W
indo
w O
pens
4 5
6 Gra
de 5
Mat
h U
nit
2
7
10
11
G
rade
1 M
ath
Uni
t 2
Gra
de 1
Rea
ding
Th
eme
5
12
13
G
rade
2 M
ath
Uni
t 2
14
17
18
19
20
21
G
rade
4 M
ath
Uni
t 2
Gra
de 4
PE/
Hea
lth
As
sess
men
t W
indo
w
Clos
es
Gra
de 3
Art
As
sess
men
t W
indo
w
Clos
es
24
25
G
rade
3 M
ath
Uni
t 2
26
PT
C Co
mp
Day
N
o Sc
hool
27
Th
anks
givi
ng B
reak
D
istr
ict
Clos
ed
28
Th
anks
givi
ng B
reak
D
istr
ict
Clos
ed
Ele
men
tary
Ass
essm
ent
Cal
end
ar
Nov
emb
er 2
014
A
sses
smen
t N
otes
: **
Dat
e on
the
Ass
essm
ent
Cale
ndar
ref
lect
s th
e la
st
day
to a
dmin
iste
r co
mm
on
asse
ssm
ents
. *1
st G
rade
Rea
ding
The
me
Skill
s Ac
cele
rate
d—Se
e
Paci
ng G
uide
for
Ass
essm
ent
Dat
es.
RMSE
In
-pro
gram
Mas
tery
Tes
ts
and/
or R
ate
and
Accu
racy
Ch
ecko
uts
give
n ev
ery
5-10
le
sson
s (s
ee R
MSE
Tea
cher
’s
Gui
de f
or d
etai
ls)
DIB
ELS
Benc
hmar
k: 4
-6 w
eeks
Be
low
Ben
chm
ark:
10-
12
days
W
ell B
elow
Ben
chm
ark:
7-
10 d
ays
8-1-
14
Ass
essm
ent
Not
es:
**D
ate
on t
he A
sses
smen
t
Cale
ndar
ref
lect
s th
e la
st d
ay
to a
dmin
iste
r co
mm
on
as
sess
men
ts.
*1st
Gra
de R
eadi
ng T
hem
e Sk
ills
Acce
lera
ted—
See
Paci
ng G
uide
fo
r As
sess
men
t D
ates
. RM
SE
In-p
rogr
am M
aste
ry T
ests
an
d/or
Rat
e an
d Ac
cura
cy
Chec
kout
s gi
ven
ever
y 5-
10
less
ons
(see
RM
SE T
each
er’s
G
uide
for
det
ails
) D
IBEL
S Be
nchm
ark:
4-6
wee
ks
Belo
w B
ench
mar
k: 1
0-12
day
s W
ell B
elow
Ben
chm
ark:
7-1
0 da
ys
12/2
- 1
2/12
G
rade
s K-
5 D
IBEL
S W
inte
r
Be
nchm
ark
Win
dow
12
/4 –
12/
12
Gal
ileo
Benc
hmar
k 2
Test
ing
(R
,M)
**3r
d gr
ade
will
tak
e on
e
su
bjec
t on
the
com
pute
r
Mon
day
Tues
day
Wed
nesd
ay
Thur
sday
Fr
iday
1 G
rade
1 Q
uart
er 2
W
riti
ng P
ost-
Asse
ssm
ent
Ope
ns
WID
A M
odel
Tes
ting
W
indo
w O
pens
K
inde
r M
ath
Com
mon
As
sess
men
t W
indo
w 2
O
pens
2 3
4 Gra
des
3-5
Gal
ileo
Benc
hmar
k 2
Test
ing
(R,M
) O
pens
**
5 Gra
de1
Qua
rter
2
Wri
ting
Pos
t-As
sess
men
t Cl
oses
G
rade
1 R
eadi
ng
Them
e 6
WID
A M
odel
Tes
ting
W
indo
w C
lose
s
8 Gra
de 5
Mat
h U
nit
3 P
BA W
indo
w #
3 O
pens
K
inde
r Re
adin
g
Co
mpr
ehen
sion
Asse
ssm
ent
#1 O
pens
(H
M S
choo
ls O
nly)
G
rade
s 2-
5 La
ngua
ge
Arts
Com
mon
Asse
ssm
ent
#2 O
pens
9 10
11
12
G
rade
s 3–
5 G
alile
o Be
nchm
ark
2 Te
stin
g (R
,M)
Clos
es
AM
C D
ata
Colle
ctio
n D
ue
Kin
der
Mat
h Co
mm
on
Asse
ssm
ent
Win
dow
2
Clos
es
15
16
17
Kin
der
Read
ing
Com
preh
ensi
on
As
sess
men
t #1
Clo
ses
(HM
Sch
ools
Onl
y)
18
Gra
des
2-5
Lang
uage
Ar
ts C
omm
on
As
sess
men
t #2
Clo
ses
En
d of
Qua
rter
2
19
Win
ter
Brea
k
No
Scho
ol f
or
Stud
ents
22
W
inte
r Br
eak
23
Win
ter
Brea
k 24
W
inte
r Br
eak
25
Win
ter
Brea
k 26
W
inte
r Br
eak
29
Win
ter
Brea
k 30
W
inte
r Br
eak
31
Win
ter
Brea
k
DIB
ELS
Win
ter
Benc
hmar
k Sw
eep
Gra
des
K-5
DIB
ELS
Win
ter
Benc
hmar
k Sw
eep
Gra
des
K-5
Ele
men
tary
Ass
essm
ent
Cal
end
ar
Dec
emb
er 2
014
8-1-
14
Mon
day
Tues
day
Wed
nesd
ay
Thur
sday
Fr
iday
1
Win
ter
Brea
k
2
Win
ter
Brea
k
5 WID
A A
CCES
S Te
stin
g O
pens
G
rade
s K-
3 D
IBEL
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eep
Win
dow
Ope
ns
6 7
8 9 G
rade
1 R
eadi
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e 7
12
13
G
rade
3 M
ath
Uni
t 3
14
15
G
rade
4 M
ath
Uni
t 3
16
PBA
Win
dow
#3
Clos
es
19
M
LK J
r. D
ay
Dis
tric
t Cl
osed
20
21
22
G
rade
5 M
ath
Uni
t 4
23
26
27
G
rade
1 M
ath
Uni
t 3
28
29
G
rade
2 M
ath
Uni
t 3
30
Ass
essm
ent
Not
es:
**D
ate
on t
he A
sses
smen
t Ca
lend
ar r
efle
cts
the
last
da
y to
adm
inis
ter
com
mon
as
sess
men
ts.
*1st
Gra
de R
eadi
ng T
hem
e Sk
ills
Acce
lera
ted—
See
Pa
cing
Gui
de f
or A
sses
smen
t D
ates
. RM
SE
In-p
rogr
am M
aste
ry T
ests
an
d/or
Rat
e an
d Ac
cura
cy
Chec
kout
s gi
ven
ever
y 5-
10
less
ons
(see
RM
SE T
each
er’s
G
uide
for
det
ails
) D
IBEL
S Be
nchm
ark:
4-6
wee
ks
Belo
w B
ench
mar
k: 1
0-12
da
ys
Wel
l Bel
ow B
ench
mar
k: 7
-10
days
1/
5 -
2/5
WID
A AC
CESS
Tes
ting
Ele
men
tary
Ass
essm
ent
Cal
end
ar
Jan
uar
y 20
15
8-1-
14
Mon
day
Tues
day
Wed
nesd
ay
Thur
sday
Fr
iday
2
3 Gra
de 1
Rea
ding
Th
eme
8
4 5 W
IDA
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Test
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6
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Scho
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or
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9 Gra
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AT T
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ns
10
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T
S G
old
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ter
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oint
13
16
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esid
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s D
ay
Dis
tric
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osed
17
Gra
de 1
Qua
rter
3
Wri
ting
Pos
t-As
sess
men
t O
pens
K
inde
r M
ath
Com
mon
As
sess
men
t W
indo
w 3
O
pens
P
BA W
indo
w #
4 O
pens
18
19
20
Gra
de 2
Cog
AT T
esti
ng
Clos
es
Gra
de 1
Qua
rter
3
Wri
ting
Pos
t-As
sess
men
t Cl
oses
G
rade
s K-
3 D
IBEL
S D
eep
Win
dow
Clo
ses
23
Kin
der
Read
ing
Com
preh
ensi
on
Asse
ssm
ent
#2 O
pens
(H
M S
choo
ls O
nly)
24
Gra
de 4
Mat
h U
nit
4
25
26
27
AM
C D
ata
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ctio
n D
ue
Kin
der
Mat
h Co
mm
on
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ssm
ent
Win
dow
3
Clos
es
Gra
de 1
Rea
ding
Them
e 9
Ele
men
tary
Ass
essm
ent
Cal
end
ar
Feb
ruar
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15
Ass
essm
ent
Not
es:
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ate
on t
he A
sses
smen
t Ca
lend
ar r
efle
cts
the
last
da
y to
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inis
ter
com
mon
as
sess
men
ts.
*1st
Gra
de R
eadi
ng T
hem
e Sk
ills
Acce
lera
ted—
See
Pa
cing
Gui
de f
or A
sses
smen
t D
ates
. RM
SE
In-p
rogr
am M
aste
ry T
ests
an
d/or
Rat
e an
d Ac
cura
cy
Chec
kout
s gi
ven
ever
y 5-
10
less
ons
(see
RM
SE T
each
er’s
G
uide
for
det
ails
) D
IBEL
S Be
nchm
ark:
4-6
wee
ks
Belo
w B
ench
mar
k: 1
0-12
da
ys
Wel
l Bel
ow B
ench
mar
k: 7
-10
days
2/
9 –
2/20
G
rade
2 C
ogAT
Tes
ting
8-1-
14
Mon
day
Tues
day
Wed
nesd
ay
Thur
sday
Fr
iday
2 G
rade
s 2-
5 La
ngua
ge
Arts
Com
mon
As
sess
men
t #3
Ope
ns
3 4
5 Kin
der
Read
ing
Co
mpr
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sion
Asse
ssm
ent
#2 C
lose
s (H
M S
choo
ls O
nly)
6 Gra
de 3
Mat
h U
nit
4 P
BA W
indo
w #
4
Clos
es
Gra
des
2-5
Lang
uage
Ar
ts C
omm
on
As
sess
men
t #3
Clo
ses
En
d of
Qua
rter
3
9 10
11
12
13
G
rade
2 M
ath
Uni
t 4
16
Gra
de 1
Mat
h U
nit
4 17
18
G
rade
5 M
ath
Uni
t 5
19
20
G
rade
1 R
eadi
ng
Them
e 10
23
24
25
26
G
rade
4 M
ath
Uni
t 5
27
N
o Sc
hool
for
Stud
ents
30
Sp
ring
Bre
ak
31
Sp
ring
Bre
ak
Ele
men
tary
Ass
essm
ent
Cal
end
ar
Mar
ch 2
015
A
sses
smen
t N
otes
: **
Dat
e on
the
Ass
essm
ent
Ca
lend
ar r
efle
cts
the
last
day
to
adm
inis
ter
com
mon
as
sess
men
ts.
*1st
Gra
de R
eadi
ng T
hem
e Sk
ills
Acce
lera
ted—
See
Paci
ng G
uide
for
Ass
essm
ent
Dat
es.
RMSE
In
-pro
gram
Mas
tery
Tes
ts
and/
or R
ate
and
Accu
racy
Ch
ecko
uts
give
n ev
ery
5-10
le
sson
s (s
ee R
MSE
Tea
cher
’s
Gui
de f
or d
etai
ls)
DIB
ELS
Benc
hmar
k: 4
-6 w
eeks
Be
low
Ben
chm
ark:
10-
12 d
ays
Wel
l Bel
ow B
ench
mar
k: 7
-10
days
3/
9—3/
26
PARC
C Pe
rfor
man
ce B
ased
A
sses
smen
t
Gra
des
3-5
PARC
C Pe
rfor
man
ce B
ased
Ass
essm
ent
Gra
des
3-5
PARC
C Pe
rfor
man
ce B
ased
Ass
essm
ent
Gra
des
3-5
PARC
C Pe
rfor
man
ce B
ased
Ass
essm
ent
8-1-
14
Mon
day
Tues
day
Wed
nesd
ay
Thur
sday
Fr
iday
1
Spri
ng B
reak
2
Spri
ng B
reak
3
Spri
ng B
reak
6 7
8 9
10
Gra
de 2
Mat
h U
nit
5
13
Gra
de 1
Mat
h U
nit
5 14
15
16
17
20
Gra
de 5
Mus
ic
As
sess
men
t
21
22
23
24
27
Gra
de 5
Gal
ileo
Post
-Te
st S
cien
ce O
pens
(M
AST
-EL
scho
ols
only
) G
rade
1 Q
uart
er 4
Wri
ting
Po
st-A
sses
smen
t O
pens
K
inde
r Re
adin
g
Co
mpr
ehen
sion
As
sess
men
t #3
Ope
ns
(HM
Sch
ools
Onl
y)
28
29
30
Ele
men
tary
Ass
essm
ent
Cal
end
ar
Ap
ril 2
015
A
sses
smen
t N
otes
: **
Dat
e on
the
Ass
essm
ent
Ca
lend
ar r
efle
cts
the
last
day
to
adm
inis
ter
com
mon
ass
essm
ents
. *1
st G
rade
Rea
ding
The
me
Skill
s Ac
cele
rate
d—Se
e Pa
cing
Gui
de f
or
Asse
ssm
ent
Dat
es.
RMSE
In
-pro
gram
Mas
tery
Tes
ts a
nd/o
r Ra
te a
nd A
ccur
acy
Chec
kout
s
give
n ev
ery
5-10
less
ons
(see
RM
SE T
each
er’s
Gui
de f
or d
etai
ls)
DIB
ELS
Benc
hmar
k: 4
-6 w
eeks
Be
low
Ben
chm
ark:
10-
12 d
ays
Wel
l Bel
ow B
ench
mar
k: 7
-10
days
4/
7 -
4/15
D
ibel
s Be
nchm
ark
Test
ing
4/27
— 5
/6
Gra
de 5
Gal
ileo
Post
-Tes
t Sc
ienc
e (M
AST-
EL s
choo
ls o
nly)
4/
13 -
5/1
Co
lora
do S
umm
ativ
e &
CoA
lt 4
th
Gr.
Soc
ial S
tudi
es &
5th
Gr.
Scie
nce
4/27
— 5
/15
PARC
C En
d-of
-Yea
r As
sess
men
t
CO S
umm
ativ
e &
CoA
lt 4
th G
rade
Soc
ial S
tudi
es a
nd 5
th G
rade
Sci
ence
Ass
essm
ent
CO S
umm
ativ
e &
CoA
lt 4
th G
rade
Soc
ial S
tudi
es a
nd 5
th G
rade
Sci
ence
Ass
essm
ent
CO S
umm
ativ
e &
CoA
lt 4
th G
rade
Soc
ial S
tudi
es a
nd 5
th G
rade
Sci
ence
Ass
essm
ent
Gra
des
3-5
PARC
C En
d-of
-Yea
r A
sses
smen
t
DIB
ELS
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ng B
ench
mar
k Sw
eep
Gra
des
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DIB
ELS
Spri
ng B
ench
mar
k Sw
eep
Gra
des
4-5
8-1-
14
Ele
men
tary
Ass
essm
ent
Cal
end
ar
May
20
15
Ass
essm
ent
Not
es:
**D
ate
on t
he A
sses
smen
t Ca
lend
ar r
efle
cts
the
last
da
y to
adm
inis
ter
com
mon
as
sess
men
ts.
*1st
Gra
de R
eadi
ng T
hem
e Sk
ills
Acce
lera
ted—
See
Paci
ng G
uide
for
Ass
essm
ent
Dat
es.
RMSE
In
-pro
gram
Mas
tery
Tes
ts
and/
or R
ate
and
Accu
racy
Ch
ecko
uts
give
n ev
ery
5-10
le
sson
s (s
ee R
MSE
Tea
cher
’s
Gui
de f
or d
etai
ls)
DIB
ELS
Benc
hmar
k: 4
-6 w
eeks
Be
low
Ben
chm
ark:
10-
12 d
ays
Wel
l Bel
ow B
ench
mar
k: 7
-10
days
4/
27-5
/15
PARC
C En
d-of
-Yea
r
As
sess
men
t 4/
27 —
5/6
G
rade
5 G
alile
o Po
st-T
est
Sc
ienc
e (M
AST-
EL s
choo
ls
only
)
Mon
day
Tues
day
Wed
nesd
ay
Thur
sday
Fr
iday
1 G
rade
1 Q
uart
er 4
Wri
ting
Po
st-A
sses
smen
t Cl
oses
G
rade
1 M
ath
Uni
t 6
Gra
de 3
Mat
h U
nit
5
4 WID
A M
odel
Tes
ting
O
pens
K
inde
r W
riti
ng P
ost-
Asse
ssm
ent
Ope
ns
5 Kin
der
Mat
h Co
mm
on
As
sess
men
t W
indo
w 4
O
pens
6 Gra
de 5
Gal
ileo
Post
-Te
st S
cien
ce C
lose
s(M
AST
-EL
scho
ols
only
)
7
8 WID
A M
odel
Tes
ting
Clo
ses
Kin
der
Wri
ting
Pos
t-As
sess
men
t Cl
oses
11
Gra
de 2
Rea
ding
/
Wri
ting
Com
mon
As
sess
men
t #4
Ope
ns
12
13
Kin
der
Read
ing
Com
preh
ensi
on
Asse
ssm
ent
#3 C
lose
s
(HM
Sch
ools
Onl
y)
14
TS
Gol
d Sp
ring
Ch
eckp
oint
15
Gra
de 2
Rea
ding
/Wri
ting
Co
mm
on A
sses
smen
t #4
Cl
oses
G
rade
2 M
ath
Uni
t 6
AM
C D
ata
Colle
ctio
n D
ue
Kin
der
Mat
h Co
mm
on
As
sess
men
t W
indo
w 4
Clo
ses
18
19
20
La
st D
ay o
f Sc
hool
21
22
25
Mem
oria
l Day
D
istr
ict
Clos
ed
26
27
28
29
Gra
des
3-5
PARC
C En
d-of
-Yea
r A
sses
smen
t
Gra
des
3-5
PARC
C En
d-of
-Yea
r A
sses
smen
t
Gra
des
3-5
PARC
C En
d-of
-Yea
r A
sses
smen
t
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary Reading Program
Page | 93
Kindergarten Reading
Common Assessment
Resources used to create Kindergarten ComprehensionAssessment include: HM Emerging Literacy Survey, D6 Phonics Benchmark Assessment & HM Integrated Theme Test Constructed by kindergarten teachers at 2013-2014 Reading Vertical Teaming
Kindergarten Reading
Comprehension Assessment
Student Pages
Resources used to create Kindergarten Common Assessment include: HM Emerging Literacy Survey, D6 Phonics Benchmark Assessment & HM Integrated Theme Test Constructed by kindergarten teachers at 2014-2015 Reading Vertical Teaming
MASTER #1 Student Page Decodable Text: (DECEMBER #1)
I like my hat.
I see a cat.
Resources used to create Kindergarten Common Assessment include: HM Emerging Literacy Survey, D6 Phonics Benchmark Assessment & HM Integrated Theme Test Constructed by kindergarten teachers at 2014-2015 Reading Vertical Teaming
Decodable Text: (FEBRUARY #2) Student Page
I see a big hat. Here is a tan hat. Tim and I like hats.
s
Resources used to create Kindergarten Common Assessment include: HM Emerging Literacy Survey, D6 Phonics Benchmark Assessment & HM Integrated Theme Test Constructed by kindergarten teachers at 2014-2015 Reading Vertical Teaming
Decodable Text and Comprehension: (MAY #3) Student Page
“Here is a big box,” said Kim.
“Can I see the box?” said Tom.
“I can see ten red hats in the box,” said
Tom.
“Can I have a red hat for my dad?” said
Kim.
Kindergarten Reading Comprehension Assessment Weld County School District 6
The Kindergarten Reading Comprehension Assessment was created using adapted passages from the Houghton Mifflin Integrated Theme Test and was constructed by kindergarten teachers at 2014-2015 Reading Vertical Teaming. Page1
Summary Sheet
Student Name: Administered by: Quarter 2: Quarter 3:
Quarter 4:
Decodable Text
Passage Reading
DEC. #1
FEB. #2
MAY #3
Proficiency Score 100% 80% 80%
Accurately decode regular words /2 /6 /18
Read high frequency words /6 /9 /18
Comprehension
Response to Questions Proficiency Score
MAY #3
Questions 1-3
3 = all correct 2 = 2/3 correct 1 = < 2 correct
/3
Anecdotal Notes:
Kindergarten Reading Comprehension Assessment Weld County School District 6
The Kindergarten Reading Comprehension Assessment was created using adapted passages from the Houghton Mifflin Integrated Theme Test and was constructed by kindergarten teachers at 2014-2015 Reading Vertical Teaming. Page2
Teacher Directions and Recording Page
Decodable Text
Resource: Houghton Mifflin Kindergarten
The Decodable Text portion of this assessment will allow teachers to assess a student’s ability to decode words and read high frequency words in text. The underlined words are decodable, and the others are high frequency words students should have mastered. There are no comprehension questions until the last assessment window MAY # 3.
DECEMBER #1 and FEBRUARY # 2
Have the child read the sentence and mark errors in the box below, making note of any errors made (i.e. insertions, omissions, substitutions, etc.). Record the number of errors based on the type of word the student read incorrectly (decodable, high frequency). Directions: I would like you to read some sentences. Put your finger under the first word in sentence #1. Read. (Provide no additional help with the sentences).
Decodable Text and Comprehension Resource: Houghton Mifflin Kindergarten
The Decodable Text and Comprehension portion of this assessment will allow teachers to assess a student’s ability to decode words and read high frequency words in text. Student will also be expected to read with purpose and understanding. The underlined words are decodable, and the others are high frequency words students should have mastered.
MAY #3 Have the child read the passage and mark their errors in the box below. Make note of any errors made (i.e. insertions, omissions, substitutions, etc.) above the word. Record the number of errors based on the type of word the student read incorrectly (decodable, high frequency).
After the student reads the passage, ask the follow-up comprehension questions to assess how well the student understood the text. Record their response as either correct or incorrect.
Directions: I would like you to read a story. When you are finished reading, I will ask you some questions about the story you read. Put your finger under the first word in the story. Read. (Provide no additional help with the passage or responses to the comprehension questions.) After the student reads the passage, ask the comprehension questions.
Kindergarten Reading Comprehension Assessment Weld County School District 6
The Kindergarten Reading Comprehension Assessment was created using adapted passages from the Houghton Mifflin Integrated Theme Test and was constructed by kindergarten teachers at 2014-2015 Reading Vertical Teaming. Page3
December # 1 Passage High Frequency
Words
Regular Words
I like my hat. /3 /1
I see a cat. /3 /1
Total: /6 /2
Comprehension Questions May # 3 Passage Name a character in the story. Correct Incorrect What color are the hats? Correct Incorrect Who did Kim want a hat for? Correct Incorrect Total: /3
May # 3 Passage
High Frequency
Words
Regular Words
“Here is a big box,” said Kim. /4 /3 “Can I see the box?” said Tom. /4 /3 “I can see ten red hats in the box,” said Tom.
/4 /7
“Can I have a red hat for my dad?” said Kim.
/6 /5
Total: /18 /18
February # 2 Passage
High Frequency
Words
Regular Words
I see a big hat. /3 /2 Here is a tan hat. /3 /2 Tim and I like hats. /3 /2 Total: /9 /6
Greeley-Evans WELD COUNTY SCHOOL DISTRICT 6
Elementary Reading Program
Page | 101
District 6 Phonics Benchmark
Assessment
June 2014
First Grade Phonics Benchmark Assessment Weld County School District 6
Phonics/Decoding Summary Sheet
Name ____________________ Grade _______ Administered by: Window #1 (Aug.): ________________ Window #2 (Oct.): _________________ Window #3 (Dec.): _________________
Window #4 (Feb.): _________________ Window #5 (optional): ______________
Alphabetic Skills Task Proficiency
Score #1 #2 #3 #4 #5
Task 1 Letter – names uppercase 26/26
Task 2 Letter – names lowercase 26/26
Task 3 Consonant sounds 21/21
Task 4a Long-vowel sounds 5/5
Task 4b Short-vowel sounds 5/5
Reading and Decoding Skills Proficiency
Score #1 #2 #3 #4 #5
Task 5a Short vowels in CVC words
8/10 Task 5b Short vowels,
digraphs, -tch trigraph 8/10
Task 5c Short vowels and consonant blends
16/20 Task 5d Long vowels 8/10 Task 5e r- and l- controlled
vowels 8/10 Task 5f Vowel diphthongs 8/10
Multisyllabic Words
Task 5g Two-syllable words including inflectional
endings –ed, -ing 8/10
Notes/Observations
June 2014
First Grade Phonics Benchmark Assessment Weld County School District 6
Directions for Administering and Scoring Purpose: The purpose of the Weld County School District 6 Phonics Benchmark Assessment is to diagnose a student’s ability to apply phonics and phonics-related skills when decoding single-syllable and multisyllabic words. Pseudo words are included for assessment purposes only to ensure the student uses decoding skills correctly to pronounce the words rather than having memorized them. Process: The instructions for administering each task on the assessment are included above the task. These directions should be read straight from the script. In addition, the following protocol will be followed during the administration of the assessment:
1. The proctor of the test must hold the test booklet out of the student’s sight. 2. The proctor must put a mark next to all student responses. This will prevent the student from knowing
when an incorrect response was given. a. Indicate a correct response with a plus (+). b. Indicate an incorrect response with a minus (-).
3. For incorrect responses, the proctor should write the student’s actual response to provide information for instruction.
4. The proctor should never provide the correct response to the student when the student replies incorrectly.
5. The proctor should never provide hints (i.e. reference sound/spelling card, cover a syllable, give a sound, etc.) before, during, or after the test administration.
6. In order to ensure students are placed in the correct intervention, it is imperative that student responses are scored correctly. This is not a timed test, however, to indicate mastery and to inform proper placement into interventions, students should provide quick, accurate, and automatic responses. Regardless of if the student’s response is correct or incorrect, if the response is inefficient, it is best to score it as incorrect and make note of their reading behavior.
Timeline for Administration: The assessment windows are as noted on the student summary sheet and the assessment calendar. May is an optional period for administration of this assessment. Based on the purpose of this assessment, it is important that teachers assess students on mastery of skills that have been taught in order to diagnose instructional needs. Therefore, it is necessary to administer all tasks that students are able to show mastery during each window. Use teacher judgment for determining when to discontinue the assessment for each student.
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
May 2014
Task 1 Letter names-Uppercase Say to the student: Tell me the names of these letters. Circle all incorrect responses. If the student cannot name three or more consecutive letters, say: Look at all of the letters and tell me which ones you do know. Window 1 & 3
T B P U G C S I D
R Q O F H V J W E / 26
K X L Y A M Z N
Window 2 & 4
U G T I B X C R E
Z N F A H W J S Q / 26
O K V Y D M P L
Window 5
F Q K U L Z G A C
J N R V W H B O M / 26
E X T I S D Y P
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
May 2014
Task 2 Letter Names-Lowercase Say to the student: Tell me the names of these letters. Circle all incorrect responses. If the student cannot name three or more consecutive letters, say: Look at all of the letters and tell me which ones you do know.
Window 1 & 3
t b p u g c s i d
r q o f h v j w e / 26
k x l y a m z n
Window 2 & 4
u g t i b x c r e
z n f a h w j s q / 26
o k v y d m p l
Window 5
f q k u l z g a c
j n r v w h b o m / 26
e x t i s d y p
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
May 2014
Task 3 Consonant Sounds Say to the student: Look at these letters. Tell me the sound each letter stands for. If the sound given is correct, do not mark this form. If it is incorrect, write the sound the student gives above each letter. We are looking for the hard sound for c and g. If the student gives a soft sound for c or g, ask for the other sound. If no sound is given, circle the letter. If the student cannot say the sound for three or more consecutive letters, say: Look at all of the letters and tell me which ones you do know. Window 1 & 3
k m p r q w b
c d h s j t v / 21
f x g z l y n
Window 2 & 4
v g w f x d y
c z b n j p h / 21
q k r l s m t
Window 5
j p k q l r m
s h t n c f y / 21
g w d v x z b
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
May 2014
Task 4a and b Vowel Sounds Say to the student: Tell me the sounds of each letter. If the student names the letter, count it as the long-vowel sound. Then ask: Can you tell me the other sound for the letter? The stu-dent should name the short-vowel sound. Window 1 & 3 Window 2 & 4 Window 5
a o i e u Record “L” on the first line for the long sound (letter name) and “S” for the short sound on the second line. If the student makes an error, record the error over the letter. b) / 5 Short-vowel sounds (count the number of Ss above)
u o e i a Record “L” on the first line for the long sound (letter name) and “S” for the short sound on the second line. If the student makes an error, record the error over the letter. a) / 5 Long-vowel sounds (count the number of Ls above) - WINDOW #4 ONLY b) / 5 Short-vowel sounds (count the number of Ss above)
i a e u o Record “L” on the first line for the long sound (letter name) and “S” for the short sound on the second line. If the student makes an error, record the error over the letter. a) / 5 Long-vowel sounds (count the number of Ls above) b) / 5 Short-vowel sounds (count the number of Ss above)
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
May 2014
Task 5a-h Reading and Decoding
For items a through g, students must read both real and pseudo-words (made-up words). For the first line of real words, tell the student: I want you to read these words. If the student cannot read two or more of the real words, do not administer the line of pseudo-words. Go to the next set of items. Before asking the student to read the line of pseudo-words, say: Now I want you to read some made-up words. Do not try to make them sound like real words.
a) Short vowels in CVC words
Window 1 & 3
sit ham net hug log (real) ___/ 5 lom rus wic heg waf (pseudo) ___/ 5
Window 2 & 4
tip pan set fun cot (real) ___/ 5 sot lup tik wem han (pseudo) ___/ 5
Window 5
rig tap pen bus job (real) ___/ 5 fos muf zin mep gak (pseudo) ___/ 5 b) Short vowels, digraphs, and -tch trigraphs Window 1 & 3
whip chap rich shop latch (real) ___/ 5 whap shem thom fitch chup (pseudo) ___/ 5 Window 2 & 4
whit chug rich shut patch (real) ___/ 5 whom shug thap litch cham (pseudo) ___/ 5 Window 5
wham chip rich sham fetch (real) ___/ 5 whub shoz tham kitch cheg (pseudo) ___/ 5
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
May 2014
c) Consonant blends with short vowels
Window 1 & 3
step quiz trip spat clop (real) ___/ 5
stip frug quef snok traz (pseudo) ___/ 5
cliff past song lump meld (real) ___/ 5
freg nust lunk rimp zelt (pseudo) ___/ 5 Window 2 & 4
stem quit tram spit plug (real) ___/ 5
stam brip quet snog trem (pseudo) ___/ 5
clam mist hunk pump weld (real) ___/ 5
frup gast wung famp velt (pseudo) ___/ 5 Window 5
stub quit trig spam plus (real) ___/ 5
stog brem quim snam frit (pseudo) ___/ 5
clog must sunk lump held (real) ___/ 5
frup hest fong bimp selt (pseudo) ___/ 5 d) Long vowel spellings
Window 1 & 3
cape kite mute paid beet (real) ___/ 5
sote rine neaf tay foat (pseudo) ___/ 5 Window 2 & 4
tape pike dune maid keep (real) ___/ 5
loze zine soat zay keat (pseudo) ___/ 5 Window 5
make sigh cute wait jeep (real) ___/ 5
koe rike leat vay doad (pseudo) ___/ 5
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
May 2014
e) r- and l- controlled vowels
Window 1 & 3
tall morn shirt fern cold (real) ___/ 5
lerm nall torf murt thar (pseudo) ___/ 5 Window 2 & 4
mark born skirt term hold (real) ___/ 5
lerm rall nord surt charp (pseudo) ___/ 5 Window 5
park torn third fall sold (real) ___/ 5
zerm vall porf wurn jark (pseudo) ___/ 5 f) Variant spellings and diphthongs
Window 1 & 3
dew gown toy fawn join (real) ___/ 5
goot lew cout moy mawk (pseudo) ___/ 5 Window 2 & 4
new town soy hawk foil (real) ___/ 5
moop rew wout foy yawk (pseudo) ___/ 5 Window 5
few down joy yawn soil (real) ___/ 5
vood pauf mout loy zawk (pseudo) ___/ 5 g) Two syllable words including inflectional endings –ed, -ing Window 5 only
napkin toasted Two syllable words ___/ 10 waiting pocket packed cleaning teaching summer
muffin basket
June 2013
Phonics Benchmark Assessment Weld County School District 6
Phonics/Decoding Summary Sheet
Name ____________________ Grade _______ Administered by: Window #1 (Oct.): _________________ Window #2 (Dec.): _________________ Window #3 (Feb.): _________________
Window #4 (May): _________________
Alphabetic Skills Task Proficiency
Score #1 #2 #3 #4
Task 1 Letter – names uppercase 26/26
Task 2 Letter – names lowercase 26/26
Task 3 Consonant sounds 21/21
Task 4a Long-vowel sounds 5/5
Task 4b Short-vowel sounds 5/5
Reading and Decoding Skills Proficiency
Score #1 #2 #3 #4
Task 5a Short vowels in CVC words
8/10 Task 5b Short vowels,
digraphs, -tch trigraph 8/10
Task 5c Short vowels and consonant blends
16/20 Task 5d Long vowels 8/10 Task 5e r- and l- controlled
vowels 8/10 Task 5f Vowel diphthongs 8/10
Multisyllabic Words Task 5g Two-syllable words 19/24 Task 5h Multisyllabic words 6/8
Notes/Observations
June 2013
Phonics Benchmark Assessment Weld County School District 6
Directions for Administering and Scoring
Purpose: The purpose of the Weld County School District 6 Phonics Benchmark Assessment is to diagnose a student’s ability to apply phonics and phonics-related skills when decoding single-syllable and multisyllabic words. Pseudo words are included for assessment purposes only to ensure the student uses decoding skills correctly to pronounce the words rather than having memorized them. Process: The instructions for administering each task on the assessment are included above the task. These directions should be read straight from the script. In addition, the following protocol will be followed during the administration of the assessment:
1. The proctor of the test must hold the test booklet out of the student’s sight. 2. The proctor must put a mark next to all student responses. This will prevent the student from knowing
when an incorrect response was given. a. Indicate a correct response with a plus (+). b. Indicate an incorrect response with a minus (-).
3. For incorrect responses, the proctor should write the student’s actual response to provide information for instruction.
4. The proctor should never provide the correct response to the student when the student replies incorrectly.
5. The proctor should never provide hints (i.e. reference sound/spelling card, cover a syllable, give a sound, etc.) before, during, or after the test administration.
6. In order to ensure students are placed in the correct intervention, it is imperative that student responses are scored correctly. This is not a timed test, however, to indicate mastery and to inform proper placement into interventions, students should provide quick, accurate, and automatic responses. Regardless of if the student’s response is correct or incorrect, if the response is inefficient, it is best to score it as incorrect and make note of their reading behavior.
Timeline for Administration:
Grade Level Window #1 October
Window #2 December
Window #3 February
Window #4 May
2nd grade Task 1– 5g Task 1 – 5g Task 1 – 5g Task 1 – 5h 3rd grade Task 1 – 5h Task 1 – 5h Task 1 – 5h Task 1 – 5h 4th grade Task 1 – 5h Task 1 – 5h Task 1 – 5h Task 1 – 5h 5th grade Task 1 – 5h Task 1 – 5h Task 1 – 5h Task 1 – 5h 6th grade Task 1 – 5h Task 1 – 5h Task 1 – 5h Task 1 – 5h
Window #1: All students will be given the tasks listed for their grade level under Window #1. Window #2: All students will be given the tasks listed for their grade level under Window #2. Only re-administer those sections that the student did not pass at 100% on Tasks 1-4 and with at least 80% on Task 5 during the Window #1 assessment. The proctor of the assessment must give the entire section again, not just the words that were missed. Window #3: All students will be given the tasks listed for their grade level under Window #3. Use the Window #1 assessment, only re-administering those sections that the student did not pass at 100% on Tasks 1-4 and with at least 80% on Task 5 during Window #2. The proctor of the assessment must give the entire section again, not just the words that were missed. Window #4: All students will be given the tasks listed for their grade level under Window #4. Only re-administer those sections that the student did not pass at 100% on Tasks 1-4 and with at least 80% on Task 5during Window #3. The proctor of the assessment must give the entire section again, not just the words that were missed.
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
Phonics Benchmark Assessment: Window 1 & 3 Task 1 Letter names-Uppercase
T B P U G C S I D
R Q O F H V J W E
K X L Y A M Z N
Task 2 Letter Names-Lowercase
t b p u g c s i d
r q o f h v j w e
k x l y a m z n
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test. June 2013
Task 3 Consonant Sounds
k m p r qu w b
c d h s j t v
f x g z l y n
Task 4b Vowel Sounds
Task 5a Short vowels in CVC words
bit ham bet hug log
lom rus bic heg wab
Task 5b Short vowels, digraphs, and -tch trigraphs
whip chap rich shop latch
whab shem thom fitch chup
a o i e u
Phonics Benchmark Assessment: Window 1 & 3
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test. June 2013
Task 5c Consonant blends with short vowels
step trip quiz spat plod
stip brug quef snod draz
cliff past song bump meld freg nust lunk rimp zelt Task 5d Long vowel spellings
cape kite mute paid beet
soe rine neaf tay foat Task 5e r- and l- controlled vowels
dark morn shirt fern bold
lerm nall torf murt thar Task 5f Variant spellings and diphthongs
dew gown boy dawn join
goot lew cout moy mawk
Phonics Benchmark Assessment: Window 1 & 3
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test. June 2013
Task 5g Two syllable words
pretzel minfad clunbot
athlete adhime flitbate
moment fozil stikim
hero botu zulo
provide mofide dotive
table vottle quimple
platform phiblar permat
seaweed knoemeed crayloid Task 5h Multisyllabic
elephant temibog
circulate tormethine
prohibit brimantig
castaway hetlipeen
Phonics Benchmark Assessment: Window 1 & 3
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
June 2013
Phonics Benchmark Assessment: Window 4 Task 1 Letter names-Uppercase
F Q K U L Z G A C
J N R V W H B O M
E X T I S D Y P
Task 2 Letter Names-Lowercase
f q k u l z g a c j n r v w h b o m e x t i s d y p
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
June 2013
Task 3 Consonant Sounds
j p k qu l r m s h t n c f y g w d v x z b Task 4a and b Vowel Sounds Task 5a Short vowels in CVC words
rig tap pen bus job
fod mub zin mep gak
Task 5b Short vowels, digraphs, and -tch trigraphs
wham chip rich sham fetch
whub shoz thap kitch cheg
i a e u o
Phonics Benchmark Assessment: Window 4
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
June 2013
Task 5c Consonant blends with short vowels
stub trig quit spam plus
stog brem quib snam drit
clog must sunk lump held frup dest fong bimp selt Task 5d Long vowel spellings
make sigh cute wait jeep
koe rike leat vay doad
Task 5e r- and l- controlled vowels
park torn third herd sold
zerm vall porf wurn jarb
Task 5f Variant spellings and diphthongs
few down joy yawn boil
vood bauf mout loy zawk
Phonics Benchmark Assessment: Window 4
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
June 2013
Task 5g Two syllable words
dentist fumtron grupnet
collide ruspode chanloke
pilot fotim shumop
solo jatu podo
humane milope bophite
maple fible muckle
percent purblan zunmar
speedway ployraid floebae Task 5h Multisyllabic
democrat bonipack
germinate parlemoze
utensil hopanlin
revenue dapniloid
Phonics Benchmark Assessment: Window 4
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
June 2013
Task 1 Letter names-Uppercase Say to the student: Tell me the names of these letters. Circle all incorrect responses. If the student cannot name three or more consecutive letters, say: Look at all of the letters and tell me which ones you do know. Window 1 & 3
T B P U G C S I D
R Q O F H V J W E / 26
K X L Y A M Z N
Window 2
U G T I B X C R E
Z N F A H W J S Q / 26
O K V Y D M P L
Window 4
F Q K U L Z G A C
J N R V W H B O M / 26
E X T I S D Y P
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
June 2013
Task 2 Letter Names-Lowercase Say to the student: Tell me the names of these letters. Circle all incorrect responses. If the student cannot name three or more consecutive letters, say: Look at all of the letters and tell me which ones you do know.
Window 1 & 3
t b p u g c s i d
r q o f h v j w e / 26
k x l y a m z n
Window 2
u g t i b x c r e
z n f a h w j s q / 26
o k v y d m p l
Window 4
f q k u l z g a c
j n r v w h b o m / 26
e x t i s d y p
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
June 2013
Task 3 Consonant Sounds Say to the student: Look at these letters. Tell me the sound each letter stands for. If the sound given is correct, do not mark this form. If it is incorrect, write the sound the student gives above each letter. We are looking for the hard sound for c and g. If the student gives a soft sound for c or g, ask for the other sound. If no sound is given, circle the letter. If the student cannot say the sound for three or more consecutive letters, say: Look at all of the letters and tell me which ones you do know. Window 1 & 3
k m p r q w b
c d h s j t v / 21
f x g z l y n
Window 2
v g w f x d y
c z b n j p h / 21
q k r l s m t
Window 4
j p k q l r m
s h t n c f y / 21
g w d v x z b
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
June 2013
Task 4a and b Vowel Sounds Say to the student: Tell me the sounds of each letters. If the student names the letter, count it as the long-vowel sound. Then ask: Can you tell me the other sound for the letter? The student should name the short-vowel sound. Window 1 & 3 Window 2 Window 4
a o i e u Record “L” on the first line for the long sound (letter name) and “S” for the short sound on the second line. If the student makes an error, record the error over the letter. a) / 5 Long-vowel sounds (count the number of Ls above) b) / 5 Short-vowel sounds (count the number of Ss above)
u o e i a Record “L” on the first line for the long sound (letter name) and “S” for the short sound on the second line. If the student makes an error, record the error over the letter. a) / 5 Long-vowel sounds (count the number of Ls above) b) / 5 Short-vowel sounds (count the number of Ss above)
i a e u o Record “L” on the first line for the long sound (letter name) and “S” for the short sound on the second line. If the student makes an error, record the error over the letter. a) / 5 Long-vowel sounds (count the number of Ls above) b) / 5 Short-vowel sounds (count the number of Ss above)
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
June 2013
Task 5a-h Reading and Decoding
For items a through g, students must read both real and pseudo-words (made-up words). For the first line of real words, tell the student: I want you to read these words. If the student cannot read two or more of the real words, do not administer the line of pseudo-words. Go to the next set of items. Before asking the student to read the line of pseudo-words, say: Now I want you to read some made-up words. Do not try to make them sound like real words.
a) Short vowels in CVC words
Window 1 & 3
bit ham bet hug log (real) ___/ 5 lom rus bic heg wab (pseudo) ___/ 5
Window 2
tip pan set fun cot (real) ___/ 5 bot lup tib wem han (pseudo) ___/ 5
Window 4
rig tap pen bus job (real) ___/ 5 fod mub zin mep gak (pseudo) ___/ 5 b) Short vowels, digraphs, and -tch trigraphs Window 1 & 3
whip chap rich shop latch (real) ___/ 5
whab shem thom fitch chup (pseudo) ___/ 5 Window 2
whit chug rich shut patch (real) ___/ 5
whod shug thab litch cham (pseudo) ___/ 5 Window 4
wham chip rich sham fetch (real) ___/ 5 whub shoz thap kitch cheg (pseudo) ___/ 5
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
June 2013
c) Consonant blends with short vowels
Window 1 & 3
step trip quiz spat plod (real) ___/ 5
stip brug quef snod draz (pseudo) ___/ 5
cliff past song bump meld (real) ___/ 5
freg nust lunk rimp zelt (pseudo) ___/ 5 Window 2
stem tram quid spit plug (real) ___/ 5
stam brip quet snog drem (pseudo) ___/ 5
clam mist dunk pump weld (real) ___/ 5
frup fust wung famp velt (pseudo) ___/ 5 Window 4
stub trig quit spam plus (real) ___/ 5
stog brem quib snam drit (pseudo) ___/ 5
clog must sunk lump held (real) ___/ 5
frup dest fong bimp selt (pseudo) ___/ 5 d) Long vowel spellings
Window 1 & 3
cape kite mute paid beet (real) ___/ 5
soe rine neaf tay foat (pseudo) ___/ 5 Window 2
tape pike dune maid keep (real) ___/ 5
boe zine soad zay keat (pseudo) ___/ 5 Window 4
make sigh cute wait jeep (real) ___/ 5
koe rike leat vay doad (pseudo) ___/ 5
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
June 2013
e) r- and l- controlled vowels
Window 1 & 3
dark morn shirt fern bold (real) ___/ 5
lerm nall torf murt thar (pseudo) ___/ 5 Window 2
mark born skirt germ hold (real) ___/ 5
derm rall nord surt charp (pseudo) ___/ 5 Window 4
park torn third herd sold (real) ___/ 5
zerm vall porf wurn jarb (pseudo) ___/ 5 f) Variant spellings and diphthongs
Window 1 & 3
dew gown boy dawn join (real) ___/ 5
goot lew cout moy mawk (pseudo) ___/ 5 Window 2
new town soy hawk foil (real) ___/ 5
moop rew wout foy dawk (pseudo) ___/ 5 Window 4
few down joy yawn boil (real) ___/ 5
vood bauf mout loy zawk (pseudo) ___/ 5
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
June 2013
g) Two syllable words* Window 1 & 3 Real Pseudo Pseudo pretzel minfad (min fad) clunbot (clun bot) ___/ 3 Closed
athlete adhime (ad hime) flitbate (flit bate) ___/ 3 Silent e
moment fozil (fo zil)(foz il) stikim (sti kim)(stik im) ___/ 3 Open, closed
hero botu (bo tu)(bot u) zulo (zu lo)(zul o) ___/ 3 Closed or open, open
provide mofide (mo fide)(mof ide) dotive (do tive)(dot ive) ___/ 3 Open silent e
table vottle (vot tle) quimple (quim ple) ___/ 3 Consonant -le
platform phiblar (phib lar) permat (per mat) ___/ 3 r- controlled
seaweed knoemeed (knoe meed) crayloid (cray loid) ___/ 3 Vowel team Window 2 Real Pseudo Pseudo napkin deshpod (desh pod) brumslip (brum slip) ___/ 3 Closed
implode kipsake (kip sake) slomdine (slom dine) ___/ 3 Silent e
propel dobant (do bant)(dob ant) belup (be lup)(bel up) ___/ 3 Open, closed
logo femo (fe mo)(fem o) nibu (ni bu)(nib u) ___/ 3 Closed or open, open
dilute sibone (si bone)(sib one) romine (ro mine)(rom ine) ___/ 3 Open silent e
scrabble berkle (ber kle) nable (na ble) ___/ 3 Consonant -le
border blimpar (blim par) firbod (fir bod) ___/ 3 r- controlled
maintain breelay (bree lay) reaboid (rea boid)(reab oid) ___/ 3 Vowel team Window 4 Real Pseudo Pseudo dentist fumtron (fum tron) grupnet (grup net) ___/ 3 Closed
collide ruspode (rus pode) chanloke (chan loke) ___/ 3 Silent e
pilot fotim (fo tim)(fot im) shumop (shu mop)(shum op) ___/ 3 Open, closed
solo jatu (ja tu)(jat u) podo (po do)(pod o) ___/ 3 Closed or open, open
humane milope (mi lope)(mil ope) bophite (bo phite)(boph ite) ___/ 3 Open silent e
maple fible (fi ble) muckle (muc kle) ___/ 3 Consonant -le
percent purblan (pur blan) zunmar (zun mar) ___/ 3 r- controlled
speedway ployraid (ploy raid) floebae (floe bae) ___/ 3 Vowel team
Adapted from the Houghton Mifflin Phonics/Decoding Screening Test.
June 2013
h) Multisyllabic*
Window 1 & 3
Real Pseudo elephant temibog ___/2 (closed, unaccented, closed) (te mi bog) (tem i bog) (tem ib og) (te mib og)
circulate tormethine ___/2 (r-controlled, unaccented, silent e) (tor me thine) (tor meth ine)
prohibit brimantig ___/2 (open, closed, closed) (bri man tig) (brim an tig)
castaway hetlipeen ___/2 (closed, unaccented, vowel team) (het li peen) (het lip een) Window 2
Real Pseudo octopus prigadom ___/2 (closed, unaccented, closed) (prig a dom) (pri ga dom) (pri gad om) (prig ad om)
harmonize morpishane ___/2 (r-controlled, unaccented, silent e) (mor pi shane) (mor pish ane)
romantic lotanpul ___/2 (open, closed, closed) (lo tan pul) (lot an pul)
absentee ramtopean ___/2 (closed, unaccented, vowel team) (ram to pean) (ram top ean)
Window 4
Real Pseudo democrat bonipack ___/2 (closed, unaccented, closed) (bon i pack) (bo ni pack)
germinate parlemoze ___/2 (r-controlled, unaccented, silent e) (par le moze) (par lem oze)
utensil hopanlin ___/2 (open, closed, closed) (ho pan lin) (hop an lin)
revenue dapniloid ___/2 (closed, unaccented, vowel team) (dap ni loid) (dap nil oid) *When students decode a real multisyllabic word, there are multiple ways to divide the word based on the syllable types within the word. Any time the student mispronounces a real word but gets it phonically correct, it counts as correct. This is an indication that the word is not part of his/her vocabulary, but does not reflect his/her ability to decode words. For a pseudo word, there are also multiple ways to decode the word based on the syllable types with-in the word. However, because the word is a pseudo word, there is no way for a student to adjust the pronunciation of the word to match a real word. Therefore, there are multiple pronunciations that are considered correct. Those pronunciations are found in parenthesis next to the tested pseudo word.