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6. Average NAEP Reading Scores for the Nation
7. California Standards Test NOTES:
This chart shows state-level CST, Grade 2 results for 2003, 2005, and 2007. Included on the chart are 4 subpopulations. Along the horizontal axis, the first group of scores are those of 2nd grade African American students. Next are the scores for English learners, English Only students, and finally students who have been Redesignated-Fluent English Proficient.
The upward trend lines from 2003 to 2007 are encouraging. All groups are showing annual increases in the percent of students who are proficient and above in Reading.
These data indicate were on the right track, but clearly there is much more to do to close the achievement gap.
NOTES:
This chart shows state-level CST, Grade 2 results for 2003, 2005, and 2007. Included on the chart are 4 subpopulations. Along the horizontal axis, the first group of scores are those of 2nd grade African American students. Next are the scores for English learners, English Only students, and finally students who have been Redesignated-Fluent English Proficient.
The upward trend lines from 2003 to 2007 are encouraging. All groups are showing annual increases in the percent of students who are proficient and above in Reading.
These data indicate were on the right track, but clearly there is much more to do to close the achievement gap.
8. Criteria for Evaluating Instructional Materials: K-8 In California State Board of Education. (2007). Reading/language Arts Framework for California Public Schools: Kindergarten through Grade Twelve.
(For adoption cycle beginning November, 2008)
9. Program Descriptions for each of the five programs Program 1: Reading/Language Arts Basic Program, K-8
Program 2: Reading/Language Arts - English Language Development Basic Program, K-8
Program 3: Primary Language/English Language Development Program, K-8
Program 4: Intensive Intervention in Reading/Language Arts, 4-8
Program 5: Intensive Intervention for English Learners, 4-8
10. Program 1: RLA Basic Program Curriculum and Instruction The basic program must offer comprehensive guidance for teachers in providing effective, efficient, explicit, sequential, linguistically logical and systematic instruction. The basic program must offer practice, application, and diagnostic support in all skills and strategies at the appropriate grade levels.
11. Program 1: RLA Basic Program Time for Instructional Materials
1 hour in kindergarten
2.5 hours grades 1- 3
2 hours in grades 4,5,6
At least 1 and up to 2 hours in grades 6,7,8
12. Program 1: RLA Basic Program Required Instructional Elements to reinforce and extend the basic program Extra Support for Struggling Readers, K-8
Extra Support for English Learners, K-8
Intensive vocabulary Support, K-3
Reading Intervention Kit, 1-3, (but same kit can be used for all 3 grade levels).
13. A. Extra Support for Struggling Readers K 8
Purpose is to provide guidance for teachers and support for students to successfully participate in, and progress through, the daily lessons in the basic program with their peers
30 minutes of additional instructional materials daily Program 1: RLA Basic Program: Required Instructional Elements
14. Program 1: RLA Basic Program: Required Instructional Elements B. Extra Support for English Learners, Kindergarten Grade 8
Purpose is to provide guidance for teachers and support for students to successfully participate in and progress through the daily lessons of the basic program with their peers
30 minutes of additional instructional materials daily
Must provide:
Material that address the beginning, early intermediate, and advanced early levels of English-language proficiency.
Survival vocabulary and language, including, but not limited to language for obtaining necessities.
Acquisition of academic vocabulary.
Phonological, morphological, syntactical and semantic structures of English.
16. Intensive Vocabulary Instructional Support, K-3 Program 1: RLA Basic Program: Required Instructional Elements
17. Reading Intervention Kit, 1-3
A classroom kit including five sets of strategic intervention ,technical skills materials, one set for each of the five key technical skill domains of beginning reading.
Program 1: RLA Basic Program: Required Instructional Elements
18. Program 2: Reading/Language Arts - English Language Development Basic Program, K-8 Required Instructional Elements Includes all the content required in RLA Basic Program 1 including:
Extra Support Struggling Readers
Extra Support for English Learners
Intensive Vocabulary Support
Reading Intervention Kit
19. Program 2: ELD Instructional Materials Requirements Connected to, and consistent with the unit or theme of the basic program
Focused survival vocabulary and language, skills that are transferable from students primary language to English, academic vocabulary, oral language development, etc.
20. One hour daily
The one hour may be segmented
Program 2: ELD Instructional Materials Requirements (Continued)
21. Program 3: Primary Language/ELD Basic Program, K-8 Comprehensive program in the key languages of the state for students K-8.
Designed for students on waiver as defined by Proposition 227.
Materials designed to ensure students are successful in acquiring English.
Must be submitted with ELD materials.
This program may not be submitted as part of the basic program; this program stands alone.
22. Program 3: Primary Language/ELD Basic Program Parallels Program 2 including requiring:
Extra Support for English Learners
Intensive Vocabulary Support
Reading Intervention Kit
Extra Support for Struggling Readers
One hour of daily English Language Development Instruction
23. Program 4: Intensive Intervention Program in Reading/Language Arts, 4-8 Stand alone, intensive, accelerated ; not part of the basic reading/language arts program.
Designed for learners in grades 4-8 whose academic achievement is two or more years below grade level who would not profit from instruction in the basic program.
2.5 to 3 hours of daily instruction; 180 days of instruction.
24. Major goals are to teach students to read and to master content standards not previously mastered.
Must be designed so students gain two grade levels for every year of instruction and progress rapidly into the basic program at their grade level in two years or less.
Must have multiple levels and multiple points of entry.
Program 4: Intensive Intervention Program in Reading/Language Arts, 4-8 (continued)
25. Program 5: Intensive Intervention Program for English Learners, 4-8 Stand alone, intensive, accelerated ; not part of the basic reading/language arts program.
Designed for English Learners in grades 4-8 whose academic achievement is two or more years below grade level, who would not profit from instruction in the basic program.
2.5 to 3 hours of daily instruction/180 days of instruction.
26. Major goal is to provide intensive English-language development that compliments and supports reading/language arts instruction.
Must be designed so students gain two grade levels for every year of instruction and progress rapidly into the basic program at their grade level in two years or less.
Must have multiple levels and multiple points of entry
Program 5: Intensive Intervention Program for English Learners, 4-8 (continued)
29. Houghton Mifflin Reading The Medallion Edition (2009)
Harcourt School Publishers (HSP) new : CALIFORNIA EXCURSIONS (2009)
30. Textbook Publisher Offers Creative Response to School Budget Crisis .
31. Textbook Publisher Offers Creative Response to School Budget Crisis The Comprehensive Legislative Update on Education. March 27, 2008
32. Textbook Publisher Offers Creative Response to School Budget Crisis The Comprehensive Legislative Update on Education. March 27, 2008
33. Textbook Publisher Offers Creative Response to School Budget Crisis The Comprehensive Legislative Update on Education. March 27, 2008
34. Areas of Major Concern Reflected in the 2007 Framework Struggling Readers
English Learners
Vocabulary/Language Development
36. Writing Instruction: Two Major Concerns Daily writing instruction was not sufficiently prominent in the current program. Teachers were prone to omit it.
Insufficient attention, instruction, and practice with prompts like those used in state writing assessments.
37. : Addressing the Two Major Writing Instruction Concerns in the Medallion Edition The format and design of daily reading/writing instruction has been dramatically revised so that the writing instruction is prominent, unavoidable.
Writing prompts, like those used in California writing assessments will be systematically and prominently used at all levels of the program.
39. California Reading/Language Arts Framework (Chapter 9: Evaluating Reading Programs)
40. Intensive Vocabulary Instructional Support, K-3
Provide additional vocabulary development (beyond that in the basic program) for students who need extra vocabulary support.
Purpose is to increase oral (listening and speaking) vocabulary of students with limited vocabularies, including ELs, students with disabilities, struggling readers, and students who use African American vernacular English.
Must provide a list of logically sequenced vocabulary words which are beyond grade level reading; the lists must be supported by research.
Program 1: RLA Basic Program: Required Instructional Elements
41. Zeno 1995 Word Frequency list Analyzed texts from kindergarten through college level.
Established a list of 17.25 million words.
The vast majority of words appeared less than once per million running words of text.
Only 107 words appeared 1,000 or more times per million words high frequency words whose meaning need not be taught.
5,586 words appeared between 10 and 300 times per million words.
This list could be reduced to 3,886 words just by grouping words whose meaning was transparent because of inflectional endings (act - ed, ing, s).
This list of 3,886 account for 80% of the word corpus through college, 90% of the words through 9th grade, and approximately 92% of the words on prominent reading tests through fourth grade.
42. Zeno 1995 Word Frequency list (continued) Many of the 3,886 words are NOT general academic vocabulary that need to be taught in a reading program, including:
Words whose primary function is syntactical (a, aint, am, and, an, are, arent, as)
Proper first names (Abraham, Adam, Alan, Albert, Alex, Alexander, Alfred, Alice)
Geographic terms (Africa, African, Alaska, America, American (s), Americas, Arizona
Many of the words can be effectively clustered morphologically for instructional efficiency (act ed, ing, s; action s; active, activity. Assist, assistance, assistant.)
43. Zeno 1995 Word Frequency list (continued) I estimate (roughly) that the list could be reduced by about a third by eliminating words that are not general academic and through making morphological clusters, leaving roughly 3,500 words which would constitute a core general academic vocabulary list
500 words per year K-6
Pre-K?????????
Of course, it is not that simple!
Words have multiple meanings
Frequency and difficulty are not the same
No recent studies of word difficulty
Situating words in meaningful contexts
44. Intensive Vocabulary Instructional Support, K-3 (continued)
Must include narrative and expository texts which link to the units and themes in the basic program.
Must provide for 15 to 20 minutes of additional instruction.
Requires instruction with 8 to 10 words per week in K; 10 to 12 words in 1 and 2; 15 to 18 words in grade 3.
Requires periodic review and extended use.
Weekly pre and post assessments of new words. Program 1: RLA Basic Program: Required Instructional Elements
46. Three Major Reasons for Teaching/Developing Vocabulary To facilitate/enhance students comprehension of a text they are to read.
To equip students for success in educational settings and in life.
To enhance students appreciation of the pleasures to be derived through language.
47. Types of Words Conversational Becks Tier 1 address, afraid, agree, airplane, alive, alone, angry.
Selection/Concept Musher, Iditarod, chilblains,
Academic
Core Academic Becks Tier 2 Abandon, abundant, accurate, advantage, agriculture, alternative, analyze.
Content Academic Becks Tier 3? acid, amendment, algae, atom, arctic, bacteria,
The jargon of reading and writing (e.g. Summary, Plot, Theme, Main Idea)
Interesting/Rare/Morphologically useful
50. Building on Prior Professional Development California, through AB 466 and more recently through SB 472, has made major commitments to professional development in reading instruction
40 hours of targeted development at grade level.
80 hours of grade level intense follow up development that is program specific.
Districts throughout CA have committed additional resources to develop expertise in areas such as:
Universal access
English Learners
Classroom Management
Differentiated reading through guided reading groups
Writing, etc.
51. Major Conclusions From USOE Cooperative First Grade Studies
