Implementation Guide RAVE-O FL

Maryanne Wolf

Designed to Support Florida Educators in:• ConnectingRAVE-OtotheCommonCoreState

StandardsandFloridaSpecifications• Screeningstudentsforprogramplacement

usingFAIR• Providingdifferentiatedinstruction• Understandingtrainingresourcesandoptions• Evaluatingimplementationwithcoachand

administratorchecklists

Florida ImplementatIon Guideaccelerating Students’ Growth toward Grade-level Reading

Supplemental/Intervention Reading Program • Grades 1–5

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No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information retrieval system,

without the express written permission of the publisher.

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ii

ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

What Makes RAVE-O Unique? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Who Is RAVE-O For? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

A Closer Look at the RAVE-O Instructional Approach . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Integrated, Scaffolded Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

RAVE-O and the POSSuM Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

RAVE-O Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

RAVE-O and Universal Design . . . . . . . . . . . . . . . . . . . 10

Gold Standard Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

The Brain’s Reading Circuit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Proven Literacy Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

RAVE-O Published Articles . . . . . . . . . . . . . . . . . . . . . . . 16

Multiple-Component Remediation for Developmental Reading Disabilities: IQ, Socioeconomic Status, and Race As Factors in Remedial Outcome (2010) . . . . . . . . . . . 16

Serious Word Play: How Multiple Linguistic Emphases in RAVE-O Instruction Improve Multiple Reading Skills (2009) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

The RAVE-O Intervention: Connecting Neuroscience to the Classroom (2009) . . . . . . . . . . . . 17

Reading Fluency and Its Intervention (2001) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Retrieval, Automaticity, Vocabulary, Elaboration, Orthography (RAVE-O): A Comprehensive, Fluency-Based Reading Interaction Program (2000) . . . . . . . . . . . . 17

RAVE-O and RTI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Screening for RAVE-O Placement Using FAIR . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Understanding RAVE-O Placement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

RAVE-O Assessment System . . . . . . . . . . . . . . . . . . . . 20

Ongoing Informal Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Pair/Individual Work Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Formal Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

iii

Alignments and Correlations . . . . . . . . . . . . . . . . . . . . 24

RAVE-O Correlation to Florida Specifications for Supplemental/Intervention Reading Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

RAVE-O and the Common Core State Standards for English Language Arts . . . . . . . . . . . . . . 40

Text Complexity in RAVE-O . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

RAVE-O and Florida Content and Pedagogy Indicators . . . . . . . . . . . . . . . . . . . . . . . . . . 42

RAVE-O Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

RAVE-O Toolkit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Teacher Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Student Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Structure of a RAVE-O Unit . . . . . . . . . . . . . . . . . . . . . . 46

Planning and Pacing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Pacing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Daily, Intensive Summer School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Differentiated Instruction . . . . . . . . . . . . . . . . . . . . . . . 49

Home-School Connections . . . . . . . . . . . . . . . . . . . . . . . . . 50

Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Implementation Checklists . . . . . . . . . . . . . . . . . . . . . . . 53

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RAVE-O engages and motivates students with a sense of the power, depth, and beauty of words and language.

IntroductionWhat Makes RAVE-O Unique?Proven Supplemental/Intervention Literacy ProgramRAVE-O represents a breakthrough reading intervention that places particular emphasis on phonics, vocabulary, and fluency, while building key foundational strategies and skills for comprehension. As a supplemental/intervention reading program, RAVE-O is intended to fill gaps in student knowledge and skills and to support students in recognizing the connection between the key literacy components. Ten years of rigorous research clearly indicate that RAVE-O accelerates student growth in fluent comprehension and toward grade-level reading proficiency.

• Provides explicit, systematic instruction that explores and connects every aspect of a word as it is encountered—phonemes, meanings, morphemes, grammatical functions, and spelling patterns

• Shows students how to apply their expanding language knowledge to reading increasingly complex texts

• Develops fluency as a process, not an end product, that fosters deep reading processes and, therefore, deeper comprehension of what is read

• Integrates key reading components in every lesson

• Inspires and motivates students to gain renewed self-confidence in their learning and a new love of language

Resulting in young, confident readers who:• Read to learn• Read to analyze• Read to respond• Read to build knowledge• Read for enjoyment

In every RAVE-O unit, students:• Explore core words

• Discover related words and meanings

• Read words in context

• Draw connections and conclusions of their own

• Respond to what they read

RAVE-O students learn to interact deeply with text. By reading closely, they gather meaning to build their own thoughts, opinions, and new knowledge.

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Who Is RAVE-O For?Students in grades 1–5 who:• are one or more years below grade level

• have decoding difficulties, fluency deficits, and/or rapid naming deficits

• are struggling readers who are also learning English

• have been identified for Tier II or Tier III intervention in an RTI program

Research indicates that students who manifest weaknesses in phoneme awareness and decoding are best served by RAVE-O in conjunction with an evidence-based phoneme awareness/decoding program.

Students in Florida in grades 1–5 who:• fall in the yellow and red success zones on the Broad Screen of the Florida Assessments for Instruction

in Reading (FAIR)

• have deficits in the following areas as identified by the Targeted Diagnostic Inventory: phonics, fluency, vocabulary, text comprehension, and/or orthographic skill (spelling)

• please see Screening for RAVE-O Placement for specific placement guidelines

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A Closer Look at the RAVE-O Instructional ApproachIntegrated, Scaffolded InstructionRAVE-O represents an innovative approach toward language, reading, and learning, and toward the diversity of reading skills, which often grow out of the complexity of the reading process itself. By integrating the major components of reading, RAVE-O maximizes a teacher’s capacity to reach as many students as possible.

RAVE-O ’s major goals are:

Goal 1. Fluent Comprehension. To increase students’ abilities to read fluently and to engage in deep reading with deep comprehension; to encourage students to bring their own insights to what they read.

Goal 2. Engagement and Student Success. To engage and motivate students in an enduring interest in oral and written language and to help them respect their own unique thoughts and learning abilities. Students will develop a firm grasp on the notion that thinking and reading go on at the same time. They will carry this notion with them and apply it throughout their school career.

The RAVE-O Approach and Outcomes

The ultimate outcome is that students develop a new understanding and love of language and reading, and a renewed sense of self as learners and thinkers.

The development of all of the major components of reading, their automatic retrieval, and their rapid connections to each other underlie accurate, fluent word identification and provide a bridge to fluent comprehension.

Fluent comprehension is achieved when connections are made between decoded word knowledge and deep reading processes, such as categorizing, generalizing, inferring, analyzing, and evaluating.

Phonology (Sound-Symbol Correspondences)

Orthography (Spelling)

Semantics (Word Meanings)

Syntax (Parts of Speech/ Grammar/Usage)

Morphology (Prefixes, Suffixes, Roots)

Engagement and Student

Success

RAVE-O GoalsInstruction Outcomes

Fluent ComprehensionFluency

Major Components of Reading

3

Fluent ComprehensionRAVE-O’s first goal is fluent comprehension. To address the complexity of word knowledge necessary for fluent comprehension, RAVE-O provides students with explicit instruction around groups of Core Words. This instruction is not only about phonemes and letter-sound rules, but also about the other critical aspects of written words—such as their multiple meanings, associations, morphemes, visual images, and different grammatical uses.

Engagement and Student SuccessRAVE-O’s second goal is engagement and student success. The RAVE-O program is designed from the outset to combat students’ expectations of failure by establishing a platform of cumulative successes in early reading skills. Students learn what they have in front of them before going to the next step.

Systematic successes provide not only enhanced motivation and self-esteem, but they also illustrate firsthand a more “fluid” view of learning. Derived from the work of Carol Dweck and others (Grant & Dweck, 2003), teaching students that their knowledge and abilities are fluid and not “fixed” is embedded in RAVE-O ’s explicit instruction. In RAVE-O, students learn to use the information in the text to think for themselves.

The more a student knows about a word, the faster the word can be decoded, retrieved, and comprehended.

Phonics

Parts of Speech

Multiple Meanings

Spelling Patterns

Morphemes: prefixes, suffixes,

roots

RAVE-O

track

12.4CORE WORD

RAVE-O instruction is designed to ensure that each individual student’s needs are met and that all RAVE-O students remember what they have learned about language and reading long past the actual intervention.

4

RAVE-O and the POSSuM Approach

In order to help students achieve fluent comprehension, RAVE-O incorporates a unique approach to teaching students about language called POSSuM. This method expands students’ knowledge of the multiple linguistic and cognitive components necessary for reading and helps students learn to retrieve and connect these areas rapidly. This language-based method structures the daily lessons, the units, and the entire RAVE-O program.

The Major ComponentsEach of the letters in the POSSuM acronym (plus retrieval) represents one or more of the major linguistic, perceptual, and cognitive components that make up the reading circuit and that are literally activated in the brain every time we read. Students must develop skills in all these major components in order to become fluent readers.

POSSuM as Taught in an Example Lesson

PART I: Word Introduction Semantics: Provide multiple meanings

Syntax: Use meanings in sentences

PART II: Review Sound-Symbol Correspondences Phonology: Segment word parts and blend to word level

PART III: Examine Starters and Rime Patterns Phonology: Deduce rhyming words

Orthography: Combine starters and rimes to make words

PART IV: Create Words Orthography and Syntax: Build words independently; create a written record

Minute Story Reading Orthography and Fluency: Read sight words

Phonology: Decode unknown words

Semantics: Analyze how words are used in text

P —Phonology and Pragmatic Language

O —Orthography

S —Semantics

S —Syntax

u

M —Morphology

Plus —Retrieval

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PhonologyPhonology consists of all the processes that go into our ability to hear, discriminate, segment, and connect the tiniest sounds (phonemes) in our oral language to each other and ultimately to the letters in written language. Phonics refers to the teaching of the connection between the sounds (phonemes) in oral language and the letters or groups of letters that make up written language (i.e., sound-symbol correspondences).

How is phonological awareness taught in RAVE-O?Phonological awareness refers to the individual student’s developing ability to hear, discriminate, segment, and manipulate the phonemes in words (i.e., the smallest sounds of a language). Phonological and fluency-related skills are addressed in every lesson of RAVE-O.

It is assumed that a student beginning RAVE-O will have had some explicit instruction and practice in basic sound-symbol correspondences, as most good reading programs will address these well-known skills in reading development.

To ensure that sound-symbol correspondences become more and more automatic, correspondences are always reviewed for each of the Core Words in every lesson. Students then apply their knowledge of sound-spelling correspondences to the decoding and fluent reading of connected text in the Minute Stories.

Pragmatic LanguagePragmatic language includes conversational, social language skills, which are a part of oral language; some of these social conventions can affect a student’s reading comprehension. Its development refers to a student’s ability to perceive and use the social-cultural rules and special colloquialisms of language in different, natural contexts.

How is pragmatic language taught in RAVE-O?Teachers use the Semantic Resource Sheets as a resource for helping students explore multiple dimensions of words. Students are given opportunities in every lesson to study the meaning of Core Words in various contexts.

OrthographyOrthography is the correct way to write a language, which includes spelling. Orthographic development refers to the student’s knowledge of the visual conventions of the writing system (e.g., letters, letter patterns, and word patterns). It is the complement to phonological development in helping the student understand that the visual symbols of every writing system represent each of the sounds in the oral language.

For young readers to become fluent readers they must over-learn through repeated practice the orthographic conventions and the most common letter patterns of their language until they are automatically recognized. This capacity to recognize the most frequently used visual patterns in a language speeds up the young reader’s decoding and is one of the major characteristics of fluent readers.

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How is orthography taught in RAVE-O?Every lesson of RAVE-O focuses on a group of Core Words that represent some of the most common letter patterns in English. Students learn to identify and create words using consonant starters and rime patterns. Students learn Harder Starters and Extra-Harder Starters, which include many common English digraphs. Students are also explicitly taught more than 100 of the most common Eye-Spy Words, or sight words, the spellings of which must often be memorized.

SemanticsSemantics is the study of meaning in language. Semantic development refers to all aspects involved in students’ vocabulary growth and their knowledge about how words work. This includes the broad connections linking words and their many associations, i.e., what psycholinguists refer to as “semantic neighborhoods” (Wolf, 2007; Grondin, Lupker, & McRae, 2006; Pexman, Holyk, & Monfils, 2003); the depth of multiple meanings present in many words; and the semantic flexibility required to understand the correct meaning of words in their varying contexts.

Such an understanding of word meanings is far more important to decoding than many researchers and teachers have understood until recently. Words that are better known and more richly represented in the student’s lexicon or vocabulary are literally decoded better and faster.

How is semantics taught in RAVE-O?RAVE-O puts special emphases on the multiple meanings of words and on the multiple connections or associations that each one of these meanings possesses. These two strategies play crucial roles in semantic development: first, teaching a student to consider whether an alternative meaning for any word is necessary in its particular context; and second, building up the semantic neighborhoods with their underlying neural networks.

SyntaxSyntax encompasses the rules for constructing sentences, including grammar, grammatical functions, and usage. Syntactic development involves a student’s growth in acquiring and using the grammatical relationships within language. For example, knowing that the same word can be used as a noun or a verb can facilitate a student’s comprehension of many sentences. It paves the way to understanding the growing complexity of sentences found in books and is, therefore, pivotal for fluency and fluent comprehension of connected text.

How is syntax taught in RAVE-O?In studying the Core Words, students learn the various meanings of them based on their grammatical functions, such as when the word is used as a noun or as a verb. Students learn to construct sentences using the Core Words and also learn the common rules for capitalization and punctuation, such as capitalizing proper nouns and using periods, commas, question marks, quotation marks, and apostrophes. The Minute Stories in RAVE-O incorporate a variety of different, increasingly sophisticated sentence structures, as well as examples of words used in varying syntactic roles.

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MorphologyMorphology is the study of the smallest units of meaning in words, including affixes (prefixes and suffixes) and roots. Morphological development refers to a student’s acquisition and use of the smallest units of meaning called morphemes (e.g., roots of words like pack, as well as all the affixes like un and ed in unpacked). (See the work of Marcia Henry, 2010.) Recognizing morphemes in words contributes both to an understanding of the varied meanings of words and their grammatical uses, and also to the rapid recognition of common visual orthographic patterns, as with all affixes. As noted under orthographic development, quickly seeing and understanding the visual chunks or word parts within words are critical to developing fluency and comprehension.

How is morphology taught in RAVE-O?In RAVE-O, explicit instruction is given in starter (onset) and rime patterns, as well as affixes and roots, all in association with the Core Words. Students learn how the meanings of words and grammatical functions of words can be changed when affixes are applied. Students learn the following common Ender Benders, or affixes, establishing their ability to recognize others: s, ing, ed, er, est, and y.

RetrievalRetrieval refers to the basic cognitive skills that enable the access and the transfer of information from various sensory, cognitive, and linguistic sources. Word-retrieval processes are essential to language. Some of the most common characteristics in acquired and developmental disorders of language and reading involve word-retrieval problems, where the student knows the word but can’t retrieve it. The rate of retrieval of linguistic information has been shown to be dramatically different in impaired readers, as demonstrated most often in poor naming speed on Rapid Automatized Naming tests (see Wolf & Denckla, 2005).

How is retrieval reinforced in RAVE-O?RAVE-O daily activities and RAVE-O Town characters are designed to help students confront problems of retrieval, memory, and attention in a variety of direct and indirect ways. For example, Sam Sleuth, a RAVE-O character and an intrepid bloodhound, provides direct metacognitive strategies for what to do when students can’t find a word. The multiple linguistic emphases in RAVE-O provide a uniquely rich way of storing information about the words to be learned, thus increasing the likelihood they will be more easily accessed later on.

Colorful mnemonics, multi-sensory activities, and metacognitive strategies that are “embodied” by RAVE-O Town characters are all used to help students remember various aspects about words. For example, the charming spider Ms. MIM reminds students of the Many Interesting Meanings (MIMs) of words, and the Ender Bender elephants help students recall that affixes, such as er and s, are at the “end” of the words and “bend” the meanings of words slightly.

8

9

9

RAVE-O

Scop

e an

d Se

quen

ce

Unit

Num

ber

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sson

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re W

ords

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d-Sy

mbo

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e Pa

tter

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y Wor

ds

(Sig

ht W

ords

)Gr

amm

ar/U

sage

Se

nten

ces/T

ext S

truc

ture

Tips

(Met

acog

nitiv

e St

rate

gies

)M

inut

e Sto

ries

1

Wel

com

e to R

AVE-

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Man

y Int

eres

ting C

onne

ctio

ns (M

ICs)

Rhym

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me

2 Tap

the J

am

4ja

m, r

am, l

ap, t

apCo

nson

ants

: j, l

, p, r

, s, t

Vow

el: ă

am, a

pth

e, is

, in,

a, th

is, an

d, h

asno

uns

perio

ds, c

omm

as, e

xcla

mat

ion

mar

ksM

any I

nter

estin

g M

eani

ngs (

MIM

s) Ja

m-S

lam

(ons

et an

d rim

e)Ta

p th

e Jam

, The

Ram

and

the J

am

3 The B

at4

bat,

pat,

ham

, tag

Cons

onan

ts:

b, f,

h, m

, zag

, at

do, o

n, n

ot, s

ee, a

t, it,

she,

his,

ha

ppy

verb

s, pr

onou

ns,

noun

+ ve

rb =

sent

ence

, no

un +

verb

+ n

oun

= se

nten

ce

Ende

r Ben

der s

(affi

x)Th

e Bat

, At B

at, T

ag th

e Ham

4 I Can

4/1*

can,

fan,

cap,

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Cons

onan

ts: c

, d, n

, vad

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I, ar

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lpin

g ve

rbs,

desc

riber

s (ad

ject

ives

), hy

phen

sEn

der B

ende

r ing

Doub

le Tr

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e (do

ublin

g ru

le)S-

Car-G

o! (a

ddin

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, A Fa

n Ca

n Fa

n

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and

Kick

5tip

, dip

, bit,

bill

, ki

ckCo

nson

ants

: k, w

Vow

els:

ĭ, y

ick, il

l, ip,

itof

, he,

by,

with

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tion

mar

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ende

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“Thi

nk A

head

” par

t of T

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e (co

mpr

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Tap

and

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, Dan

Can

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Ra

m K

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6 The B

ig Fi

sh4

dig,

pig

, fish

, pi

n, ki

did

, ig, in

, ish

for,

toac

tion

verb

sVI

Ps (p

repo

sitio

ns)

”Thi

nk B

ack”

par

t of T

hink

Thric

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m Sl

euth

: “St

arts

with

” and

“Sim

ilar

to” (

rem

embe

ring

wor

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The B

ig Fi

sh, A

Kid

Can

Fish

, Ni

ck at

Bat

7 Hip-

Hop

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ck, l

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b, to

p, p

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nson

ants

: g, t

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wel

: ŏob

, ock

, ot,

opsa

id, g

et, f

rom

, wha

t, m

y, w

as,

little

, him

, we,

if, t

hat

quot

atio

n m

arks

Ende

r Ben

der e

rFa

trats

(com

poun

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ords

)“T

hink

for Y

ours

elf”

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nut,

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Vow

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g,

un, u

st, u

tm

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o, M

om, t

hen,

up

sent

ence

com

bini

ng

noun

+ ve

rb +

nou

nSa

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: “So

unds

like

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hort

or Lo

ng” (

rem

embe

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at Fa

n; D

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k!; D

an

Is Na

ppin

g

9 Duck

Luck

5/2*

deck

, wel

l, be

d,

pen,

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, leg

Cons

onan

t: w

hVo

wel

: ĕec

k, el

l, ed,

en

, et,

egw

hen,

why

, whe

re, w

ho, h

ow,

very

, wat

er, s

ays,

you,

no,

as,

them

, go,

they

, her

e, th

ere

idio

ms,

ques

tion

wor

dsTe

d Ge

ts Si

ck, D

uck L

uck,

Ca

n I S

ee th

e Sun

set?,

Mom

Se

es a

Mar

tian

10

Jane

’s Ki

te5

cane

, dat

e, ca

pe,

pine

, fine

Vow

els:

ā, ī

ane,

ape,

ate,

ine

wan

ts, h

ave,

her

, mak

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ke, a

ll,

off, w

ere

apos

troph

es, M

agic-

e (a_

_ an

d i_

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Mag

ic-e

Jane

’s Ki

te, Z

apca

t’s D

ate

11

The C

ape C

od Fi

shin

g Da

te

4no

te, c

one,

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, tu

be, u

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wel

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Mag

ic-e (

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and

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rimes

)Th

e Cap

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Fish

ing

Date

, Za

pcat

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RAVE-O and Universal DesignThe RAVE-O instructional materials are designed to support universal access to the instruction. The following chart outlines the primary ways in which RAVE-O meets individual student needs so they are able to make reading progress.

Essential Features of Universal Design*

RAVE-O Alignment

The curriculum provides multiple means of representation . Subject matter can be presented in alternate modes for students who learn best from visual or auditory information, or for those who need differing levels of complexity .

RAVE-O provides teachers with multisensory instruction and materials that provide built-in access support. For example, the instructional design consistently employs the following within the lessons:

• Auditory - Explicit oral instruction - Ample small-group discussions

• Visual - Visual representations of concepts (for example, Jam-Slam, Double Trouble,

or Ender Bender) - Engaging characters such as Ms. MIM (Many Interesting Meanings) and Mr. MIC

(Many Interesting Connections) - 16 graphic posters to help convey concepts through images

• Kinesthetic - Use of a comprehensive card set that enables students to literally break apart

and build words - Inclusion of several manipulative components—sound sliders, letter dice,

and magnifying glasses - Using strategies, such as Jam-Slam, that ask students to actively show a concept

• Metacognitive - Metacognitive strategies, called Tips, enable students to segment the most common

orthographic and morphological units in words. The Tips are quick, often humorous mnemonics that teach key strategies about words.

- RAVE-O daily activities and RAVE-O Town characters are designed to help students confront problems of retrieval, memory, and attention in a variety of direct and indirect ways.

- Fluent comprehension for connected text is addressed through metacognitive comprehension strategies implemented with a series of specially written RAVE-O Minute Stories. They are multipurpose vehicles for facilitating more automatic rates within phonological, orthographic, syntactic, and semantic systems at the same time that they reinforce connections across these systems.

The curriculum provides multiple means of engagement . Students’ interests in learning are matched with the mode of presentation and their preferred means of expression . Students are more motivated when they are engaged with what they are learning .

RAVE-O is not only about the science of reading, but also about motivation. This was one of the primary points of consideration during the development of the materials—that they engage and motivate young learners. Teachers will find the instructional routine includes active, intriguing, motivational activities that are often driven by entertaining, whimsical characters that students immediately enjoy. During every RAVE-O lesson students interact with their peers and utilize manipulatives to understand the content.

10

Essential Features of Universal Design*

RAVE-O Alignment

The curriculum provides multiple means of expression to allow students to respond with their preferred means of control . This accommodates the differing cognitive strategies and motor-system controls of students .

RAVE-O empowers students to demonstrate their learning in a number of ways—whether using cubes/cards to build letters, physically showing concepts (Jam-Slam), oral communication, or writing.

The primary goal of RAVE-O is to provide a deep knowledge of words and language—this, in turn, accelerates students’ growth in reading. Therefore, although there are many instructional/learning methods, the outcome remains the same.

Provide student materials in multiple formats to meet various student needs .

Sopris Learning provides NIMAS files to MINAC to enable districts to make student texts accessible in the following ways: braille, audio, large print, and digital text. “The National Instructional Materials Accessibility Standard (NIMAS) is a technical standard established by the Individuals with Disabilities Education Act (IDEA) that was created to make it possible for students with print disabilities to receive learning materials in formats they need as quickly as possible. NIMAS source files are designed to be easily converted into specialized formats, including braille, audio, large print, and digital text” (National Center on Accessible Instructional Materials).

*Center for Applied Special Technology (CAST)

“In terms of curriculum, universal design implies a design of instructional materials and activities that allows learning goals to be attainable by individuals with wide differences in their abilities to see, hear, speak, move, read, write, understand English, attend, organize, engage, and remember. Such a flexible, yet challenging, curriculum gives teachers the ability to provide each student access to the subject area without having to adapt the curriculum repeatedly to meet special needs.”

— Curriculum Access and Universal Design for Learning, Raymond Orkwis, December 1999

11

Gold Standard ResearchThe Brain’s Reading CircuitRAVE-O helps students learn to read fluently by teaching them the multiple dimensions of written words—their sounds, letter patterns, visual images, multiple meanings, grammatical uses, roots, and parts—and how all this knowledge is connected in every word.

In so doing, RAVE-O mirrors what the brain does when it reads. RAVE-O activates multiple sources of available information, connects them, and integrates them quickly enough to foster deep comprehension and the reader’s own thoughts—RAVE-O ’s ultimate goal for all readers.

Orthographic Processes

SemanticProcesses

SyntacticProcesses

PhonologicalProcesses

MorphologicalProcesses

Wernicke’s area(language comprehension)

angular gyrus(grapheme-phoneme

connections)

“For a child to understand one single word—its multiple meanings, how it can change the entire meaning of a sentence, how one single word can change the entire meaning of a story—absolutely unites an extraordinary number of processes that go into what we call the reading circuit.”

—Maryanne Wolf

12

Proven Literacy InterventionRAVE-O instruction is based not only on what we know about how the brain learns to read but also on evidence from more than a decade of the most rigorous types of intervention research. This research base includes two five-year, gold standard, randomized treatment-control studies, funded by the National Institute of Child Health and Human Development (NICHD); one three-year randomized, treatment-control study by the Institute of Education Sciences (IES); as well as smaller intervention studies in different school contexts including after-school and summer school.

Efficacy data from these studies demonstrate that RAVE-O ’s comprehensive, multisensory teaching and connecting of all aspects of written language is the best way we know to help most children achieve fluent comprehension and greater understanding and engagement with all language. There is no one approach that is best for all children, but this collective data indicate the power of RAVE-O to affect positive change for most students who were facing the most difficult reading development challenges.

The graphs that follow represent data from the large, five-year National Institute of Child Health and Human Development (NICHD) multi-city study conducted by Robin Morris, Maureen Lovett, and Maryanne Wolf (Morris, Lovett, Wolf, et al., 2010), in which different types of treatment were compared with the most impaired readers. The first result was that multi-componential treatments (specifically RAVE-O and the metacognitive PHAST program by Lovett and her research group) outperformed the more unidimensional decoding program and the control group on almost all reading measures. (For a fuller description of these data bases, see Wolf et al., 2009a and b: Morris, Lovett, Wolf, et al., 2010.)

Federal Study Details:

Geographic Location: multi-city, urban

Context: school-based intervention

Students: 279

• grades 2–3 impaired readers

• four treatment groups

• controlled for socioeconomic status, race, and IQ

Treatment: 70 hours

• RAVE-O combined with phonemic awareness and blending program

Study funded by the NICHD

Efficacy data show that RAVE-O ’s multisensory instruction in all aspects of written language is the best way to help most students achieve fluent comprehension and student engagement with all language.

13

Woodcock Reading Mastery Test-Revised (WRMT-R): Word Attack

Changes in Word Attack Standard Scores on Woodcock Reading Mastery Test Revised after 70 one-hour intervention sessions.

WRMT-R Word Attack

RAVE-O†Phonics OnlyControl

86

82

78

74

70

66

Post

Pre

Intervention Model

Stan

dard

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e

† RAVE-O combined with phonemic awareness and blending program

This graph shows significant effects for the RAVE-O program when compared to the basic phonics/blending program and the classroom control on the Word Attack subtest of the Woodcock Reading Mastery Test-Revised. These results demonstrate the effectiveness of RAVE-O on one of the most basic measures of decoding ability and affirm one of RAVE-O’s basic principles that the more students know about words, the better their reading is, even at the word level.

Gray Oral Reading Test-3 (GORT-3): Fluency and Comprehension

Changes in Oral Reading Quotient (fluency + comprehension) Standard Scores on Gray Oral Reading Test-3 after 70 one-hour instruction sessions.

GORT-3 Oral Reading Quotient

RAVE-O†Phonics OnlyControl

Post

Pre82

79

76

73

70

68

Intervention Model

Stan

dard

Scor

e


There is no one approach that is best for all children, but RAVE-O has proven effective in multiple areas of reading that are the most difficult, such as vocabulary and fluency.

14

Results on the GORT-3 graph perhaps demonstrate the most important and pertinent results: RAVE-O proved significantly better than all other approaches in gains on fluency and fluent comprehension. As Torgesen and many other scholars attest, fluency has proven to be the most elusive goal in reading intervention (Torgesen, Rashotte, & Alexander, 2001).

WORD-R Test (elementary): Expressive Vocabulary and Semantics

Gains in both short- and long-term vocabulary knowledge and semantic flexibility after 70 one-hour instruction sessions.

RAVE-O AND WORD-R

Post Score1 year follow-up

Pre Score

Untrained Words(Word-R Test)

Intervention Model

Trained Words(RAVE-O†)

7

6

5

4

3

2

1

0

No. o

f wor

ds fo

r whi

ch m

ore

than

one m

eani

ng w

as g

iven

(All results significant at p ≤ .001.)


This graph presents graphed analyses for semantic development, specifically the number of meanings students know for words of increasing complexity. These data show that students in RAVE-O made highly significant gains in vocabulary growth and flexibility for trained words and in their generalization for untrained words. Students in RAVE-O also significantly outperformed students in all other treatments both at post-intervention and at one-year follow-up.

Independent Review: Florida Center for Reading Research

The RAVE-O program provides instruction and practice in the skills and strategies that build fluency in word decoding skills, sight word reading, and reading comprehension. An experimental study suggests positive short-term as well as long-term effects of RAVE-O on several important reading skills.

15

RAVE-O Published ArticlesRAVE-O: Proven Literacy Intervention is built from a wide body of research, and the efficacy is documented in three previous large-scale, U.S. federally funded, randomized treatment-control studies (through the National Institute of Child Health and Human Development and the Institute for Educational Studies). The following is a summary of articles that either provide a rationale/research base for the RAVE-O instructional approach or demonstrate increases in student performance in response to RAVE-O instruction.

Multiple-Component Remediation for Developmental Reading Disabilities: IQ, Socioeconomic Status, and Race As Factors in Remedial Outcome (2010)

Abstract: Results from a controlled evaluation of remedial reading interventions are reported: 279 young disabled readers were randomly assigned to a program according to a 2 × 2 × 2 factorial design (IQ, socioeconomic status [SES], and race). The effectiveness of two multiple-component intervention programs for children with reading disabilities (PHAB + RAVE-O; PHAB + WIST) was evaluated against alternate (CSS, MATH) and phonological control programs. Interventions were taught an hour daily for 70 days on a 1:4 ratio at three different sites. Multiple-component programs showed significant improvements relative to control programs on all basic reading skills after 70 hours and at a 1-year follow-up period. Equivalent gains were observed for different racial, SES, and IQ groups. These factors did not systematically interact with the program. Differential outcomes for word identification, fluency, comprehension, and vocabulary were found between the multidimensional programs, although equivalent long-term outcomes and equal continued growth confirmed that different pathways exist to effective reading remediation.

Morris, R., Lovett, M., Wolf, W., et al. (2010). Multi-component approaches to reading intervention. Journal of Learning Disabilities. HD 30970-05

READ IT! http://ase.tufts.edu/crlr/documents/2010Morris.pdf

Serious Word Play: How Multiple Linguistic Emphases in RAVE-O Instruction Improve Multiple Reading Skills (2009)

Abstract: This article provides an overview of the rationale/research base for an intervention for fluent comprehension, the RAVE-O program, based on a developmental, multicomponent model of fluent comprehension. The assumptions underlying RAVE-O include goals of teaching new vocabulary and reinforcing orthographic pattern knowledge, but also have explicit emphases on these and additional major linguistic systems such as syntactic knowledge and morphological processes.

Wolf, M., Gottwald, S., & Orkin, M. (2009). Serious word play: How multiple linguistic emphases in RAVE-O instruction improve multiple reading skills. Perspectives in Language and Literacy.

READ IT! http://tufts.academia.edu/stephaniegottwald/Papers/166347/Serious_

Word_Play_How_Multiple_Linguistic_Emphases_in_RAVE-O_Instruction_Improve_Multiple_Reading_Skills

16

http://ase.tufts.edu/crlr/documents/2010Morris.pdf

http://tufts.academia.edu/stephaniegottwald/Papers/166347/Serious_Word_Play_How_Multiple_Linguistic_Emphases_in_RAVE-O_Instruction_Improve_Multiple_Reading_Skills

The RAVE-O Intervention: Connecting Neuroscience to the Classroom (2009)

Abstract: This article explores the ways in which knowledge from the cognitive neurosciences, linguistics, and education interact to deepen our understanding of reading’s complexity and to inform reading intervention. We first describe how research on brain abnormalities and naming speed processes has shaped both our conceptualization of reading disabilities and the design of a multicomponent reading intervention, the RAVE-O program. We then discuss the unique ways this program seeks to address the multiple and varied sources of disruption in struggling readers. Finally, we present efficacy data for the RAVE-O reading intervention across multiple school settings.

Wolf, M., Barzillai, M., Gottwald, S., Miller, L., Spencer, K., Norton E., Lovett, M., & Morris, R. (2009) The RAVE-O intervention: Connecting neuroscience to the classroom. Mind, Brain, and Education, 3(2), 84-93.

Reading Fluency and Its Intervention (2001)

Abstract: Confronts three large lacunae in research on reading fluency: definition, component structure, and theory-based intervention. Presents a developmental- and component-based definition of reading fluency. Discusses how different types of current fluency interventions correspond to particular components in fluency’s structure and to particular phases of its development. Presents an overview of an experimental fluency program that addresses multiple components of fluent reading.

Wolf, M., & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading, 211-239.

Retrieval, Automaticity, Vocabulary, Elaboration, Orthography (RAVE-O): A Comprehensive, Fluency-Based Reading Interaction Program (2000)

Abstract: The most important implication of the double-deficit hypothesis (Wolf & Bowers, in this issue) concerns a new emphasis on fluency and automaticity in intervention for children with developmental reading disabilities. The RAVE-O (Retrieval, Automaticity, Vocabulary Elaboration, Orthography) program is an experimental, fluency-based approach to reading intervention that is designed to accompany a phonological analysis program. In an effort to address multiple possible sources of dysfluency in readers with disabilities, the program involves comprehensive emphases both on fluency in word attack, word identification, and comprehension, and on automaticity in underlying componential processes (e.g., phonological, orthographic, semantic, and lexical retrieval skills). The goals, theoretical principles, and applied activities of the RAVE-O curriculum are described with particular stress on facilitating the development of rapid orthographic pattern recognition and on changing children’s attitudes toward language.

Wolf, M., Miller, L., & Donnelley, K. (2000). Retrieval, automaticity, vocabulary, elaboration, orthography (RAVE-O): A comprehensive, fluency-based reading interaction program. Journal of Learning Disabilities, 33, 375-386.

READ IT! Note: Article information is available from SAGE Journals or ERIC.

READ IT! http://tufts.academia.edu/stephaniegottwald/Papers/529313/The_RAVE-O_

Intervention_Connecting_Neuroscience_to_the_Classroom

READ IT! Note: Article information is available from ERIC.

17

http://tufts.academia.edu/stephaniegottwald/Papers/529313/The_RAVE-O_Intervention_Connecting_Neuroscience_to_the_Classroom

http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ640701&ERICExtSearch_SearchType_0=no&accno=EJ640701

http://www.eric.ed.gov/ERICWebPortal/search/recordDetails.jsp?searchtype=keyword&pageSize=10&ERICExtSearch_Facet_0=facet_au&ERICExtSearch_SearchValue_0=RAVE-O&ERICExtSearch_FacetValue_0=%22Wolf%2C+Maryanne%22&ERICExtSearch_SearchType_0=ti&_pageLabel=RecordDetails&objectId=0900019b80143728&accno=EJ611263&_nfls=false

RAVE-O and RTIRAVE-O is recommended for students in grades 1–5 who:

• fall in the yellow and red success zones on the FAIR Broad Screen

• have phoneme awareness-related decoding difficulties, fluency deficits, or rapid naming deficits

• are struggling readers who are learning English at the same time they are learning to read

• have been identified for Tier II or Tier III intervention in an RTI program

• have deficits in the following areas as identified by the FAIR Targeted Diagnostic Inventory: phonics, fluency, vocabulary, text comprehension, and/or orthographic skill (spelling)

For students whose first language or dialect is other than standard American English, placement in RAVE-O may be based more on the fact that they are struggling to learn to read in English rather than because of any particular weakness.

Some students who are acquiring English as a second language also have reading-related weaknesses. For both groups of English learners, RAVE-O can be beneficial in its approach to oral and written language. The RAVE-O database for efficacy with these children is based on struggling readers who are English learners.

TIER III

TIER II

TIER I

RAVE-O and RTIRAVE-O can be implemented in an RTI model as either a Tier II (strategic) or Tier III (intensive) intervention for students reading approximately one year or more behind their peers.

Intensive Small Group/Individual Intervention

Strategic Small Group Intervention

General Education Classroom; universal screening of all students for RAVE-O placement

Research indicates that students who manifest weaknesses in phoneme awareness and decoding are best served by RAVE-O in conjunction with an evidence-based phoneme awareness/decoding program.

18

Screening for RAVE-O Placement Using FAIRStudents can be identified for placement in RAVE-O based on the results of Florida Assessments for Instruction in Reading (FAIR).

The Broad Diagnostic Inventory for Grades K–2 and 3–12 identifies students in terms of success zones based on their test scores. These screening assessments are directly related to Florida Sunshine State Standards and predict end of the year Performance on the Stanford Achievement Test (K–2) or the FCAT (3–12).

Green85% or better probability of grade-level performance on the SESAT/SAT-10 FCAT

Yellow16–84% or better probability of grade-level performance on the SESAT/SAT-10 FCAT

Students in grades 1–5 who score in the yellow and red success zones should be considered for placement in RAVE-O.Red

15% or better probability of grade-level performance on the SESAT/SAT-10 FCAT

Based on the results of the Targeted Diagnostic Inventories, students in grades 1–5 may be placed in RAVE-O based on the following guidelines.

Targeted Diagnostic Inventory Results Recommendations for Placement in RAVE-O

Students in Grades 1–2 with low scores in print awareness, letter identification, phonemic awareness, letter linking, and/or word building

Students should begin RAVE-O with a basic understanding of the alphabetic principle or that words are composed of letters and that each letter represents a sound. It is assumed that a student beginning RAVE-O will have had some explicit instruction and practice in basic sound-spelling correspondences. Research indicates that students who manifest weaknesses in phoneme awareness and decoding are best served by RAVE-O in conjunction with an evidence-based phoneme awareness/decoding program.

Students in Grades 3–5 with low scores in Maze and Word Analysis, or experience difficulty in the Diagnostic Toolkit Assessments such as Phonics and Sight Word Inventory or Comprehension Strategy Inventory

These students would benefit from RAVE-O instruction.

Understanding RAVE-O PlacementAll students begin RAVE-O at Unit 1. RAVE-O builds skills systematically and is specifically designed to mirror the way the brain learns to read—with the ultimate goal of ensuring the reading circuit is fully operational. The development of this level of complex knowledge must develop over time. RAVE-O content is sequential and each lesson and unit prepares students to move on to the next. Unit 1 is the introduction to RAVE-O Town and prepares students for lesson format. As students move through the program, the content moves from accuracy to fluency to speed—enabling them to develop expert knowledge in the content representing each linguistic area before connecting them at a dynamic and fluent level.

19

RAVE-O Assessment SystemPlacement Ongoing Informal

AssessmentsFormal

Assessments Standardized Tests

Identify students in need of strategic or

intensive intervention

Monitor student performance and adjust

instruction

Evaluate student progress

Measure student growthInstruct

Adj

ust

Assess

• Placement Identify students to be placed in RAVE-O based on: results for Florida Assessments for Instruction in Reading

(FAIR); observed weaknesses in one or more areas of language knowledge; they are struggling readers who are also learning English; and/or they have been identified for Tier II or Tier III intervention in an RTI program.

• Ongoing Informal Assessments Monitor student fluency and understanding of key concepts in every lesson. Adjust instruction accordingly.

• Formal Assessments Assess student mastery of current, program-based content at the end of every unit with assessments called

POSSuM Checks. Also for each unit, record scores for timed readings of RAN Word Charts for Core Words and Minute Stories. In Units 4, 9, and 16, conduct summative assessments called Consolidation Days.

• Standardized Assessments Evaluate RAVE-O student progress by reviewing mid-year and end-of-year scores on the FAIR Broad Screen

and Progress Monitoring Assessments.

20

Ongoing Informal Assessment When instructing struggling readers, it is important for teachers to be alert to how individual students are performing on each activity and give them prompts for immediate feedback.

For the most important objectives of each lesson, instruction in the RAVE-O Teacher Guides includes Ongoing Informal Assessments that give teachers specific suggestions of what to look for and options for providing support if a student is having difficulty.

Learning goals and key objectives for the lesson are clearly identified and stated.

ONGOING INFORMAL ASSESSMENT• Identify rhymesIF some students have difficulty identifying rhymes . . . THEN review the concept of rhyme during Pair/Individual Work time.

IF … THEN tells how to support students who need more help—these resources, among others, help teachers understand the rationale for the instructional approach and strategies utilized in RAVE-O.

Pair/Individual Work Time In some cases, additional support can be provided immediately without significantly delaying the instructional process. In other cases, the teacher is advised to provide additional support or reteaching during Pair/Individual Work time, generally included in Lessons 3 and 4 in each four-lesson unit. During this time, most students may be rereading Minute Stories or reviewing other skills, while the teacher works with students who need extra support in a particular area.

The process of Ongoing Informal Assessments, followed by additional or differentiated instruction for those students who need it, is critical for assuring that students get the maximum benefit from the program.

RAVE-O also includes opportunities for students to develop fluency through multiple timed readings of RAN Word Charts for Core Words and Minute Stories. The teacher first reads these materials with students. Then students practice reading them several times, focusing on both accuracy and speed. Students record their times in their WordWork Books and may also chart their fluency progress on their Fluency Charts.

21

22

Formal AssessmentsFormal assessment in RAVE-O is accomplished through the use of five assessment tools.

1. Minute Stories for Timed Readings— Teacher versions are available in RAVE-O online resources; student versions are in the WordWork Books (http://www.soprislearning.com/raveoresources).

2. RAN Word Charts for Core Words— Available in RAVE-O WordWork Books.

3. Unit Assessments: POSSuM Checks— Teacher and student versions are available in RAVE-O online resources (http://www.soprislearning.com /raveoresources).

UNIT 3 Name

“The Bat”

This is a bat. 4

This is a fat bat. 9

The fat bat is a ham! 15

See the fat bat in the cap? 22

See the tag on the cap? 28

This is Sam. 31

Do not pat a bat, Sam! 37

WCPM

ASSESSMENT

Minute Story for Timed Readings UNIT 12

Name

“Tracking the Tracks by the Tracks”Sam is a tracker. 4 Sam has a big mystery. 9He sees tracks. 12 He sees tracks by the rocks. 18He sees tracks in the sand. 24

He sees tracks by the tracks! 30“What is this?” said Sam. 35 “I must plan to track it.” 41“The tracks are flat and not so big, so it must not be big. 55

Tracking it will be fun. Then I will trap it.” 65

Sam is in the sand. He has it! 73 What did Sam track and trap? 79 (Hint: See the tracks!) 83Yes, you got it! 87 The madcap duck! 90

© 2011 Cambium Learning® Sopris. All rights reserved. Permission is granted to reproduce this page for teacher use.

WCPM

ASSESSMENTMinute Story for Timed Readings

UNIT 3 Name

RAN Chart (Core Words)

ham tag pat bat

tag bat ham pat

bat tag pat ham

5th PagesTime taken:

1st reading 2nd reading

3rd reading

RO_Wordwork_Bk1.indb 26

7/30/10 1:40:29 PM

UNIT 12 Name

Rime Family Words

Real WordsNon-Words

POSSuM

Check

Name

Date

1st Pages

1. Phonology and Orthography

• Read these words aloud. I will time you as you read each group of words.

A. Core/Rime flat plan track crab Time: _______ seconds

Family Words trap stand crab track

stab flan hand back Number of words correct:

B. Eye-Spy Words yes be mystery have Time: _______ seconds

magic home saw off

them why wink your Number of words correct:

C. Non-Words crand tran plab plack Time: _______ seconds

cran flad trand stap Number of words correct:

2. Semantics/Fluency

• Tell me three meanings for the word track.2 points per meaning (total 6)

• How can you use the word track when you are talking

about the weather?

4 points for appropriate answer

• Can you identify the Harder Starters in these words?

crab flan tram plate crust stack

2 points per correct response

(total 12)

3. Syntax

• In the sentence, The crab is planning to follow his

friend’s tracks, what type of word is crab?2 points for ‘noun’

What type of word is planning?2 points for ‘verb’

What is the helping verb in this sentence?2 points for ‘is’

• Give me a sentence using flat as a describer.4 points for correct sentence

• Give me a sentence using flat as a noun.4 points for correct sentence

• Can you make up one sentence that contains both

stand and track?

8 points for correct sentence

4. Morphology

• In the sentence we used before, The crab is planning to

follow his friend’s tracks, is there an Ender Bender on

planning?

2 points for ‘yes’

Spell planning.

2 points for correct response

• I am going to read you some sentences. I want you to fill in the blanks with the right

form of the word track. You may have to add an Ender Bender to make it fit.

The bear left big _______ in the snow.2 points for ‘tracks’

I lost my cat but I _______ him down in the closet. 2 points for ‘tracked’

The weatherman is _______ an upcoming storm. 2 points for ‘tracking’

UNIT 12 ASSESSMENT: POSSum Check

Possum Check

Name

Date

UNIT 12 ASSESSMENT: POSSuM CHECk

2nd Pages

A.flat plan track crabtrap stand crab trackstab flan hand backB.

yes be mystery havemagic home saw offthem why wink yourC.

crand tran plab plackcran flad trand stap

4. Consolidation Days—Summative assessments, available at the end of Units 4, 9, and 16 in the RAVE-O Teacher Guides.

5. Class Assessment Record Form

266 Rave-O Unit 4 Consolidation Day

This Consolidation Day assesses students’ knowledge of the concepts and skills taught in the first four units of RAVE-O. Consolidation Day assessments for each student should be recorded on the Class Assessment Record Form.

CONsOLIdaTION daY aCTIvITIes TIMe (MINs.) sTUdeNT OBJeCTIves PaGe

Welcome and Warm-UpWelcome students and identify rhymes and the meaning of the Rhyme-Time Tip.

4 Explain the Rhyme-Time Tip (Retrieval), and then differentiate between rhyming and non-rhyming pairs of words (Phonology).

268

Rime Pattern SearchIdentify a__ rime patterns.

5 Highlight words based on oral stimulus (Orthography).

269

Sliding Rime FamiliesUse the Jam-Slam Tip to create rime family words.

6 Recall how to use Sound Sliders (Retrieval), then practice creating words that have the same starter but various a__ rime patterns (Orthography).

271

Identify Many Interesting ConnectionsIdentify tips needed to create a Word Web.

10 Recall the MIC and MIM Tips (Retrieval), and then identify words connected to given Core Words (Semantics).

272

What Is in a Sentence?Use questions to demonstrate how to derive meaning from sentences; review use of describers.

10 Identify the meaning of a sentence and individual words within the sentence (Semantics, Syntax), then supply describers to make the sentence more interesting (Syntax).

274

Ticket Out the DoorPractice quick Eye-Spy Word recognition.

10 Identify Eye-Spy Words quickly and independently (Orthography, Fluency), and challenge one another to win (Engagement).

276

UNIT 4 CONSOLIDATION DAY

RAVE-O Class Assessment Record Form

2

Units Assessments Scoring Criteria

3 Minute Story Time wcpm. wcpm. wcpm. wcpm. wcpm. wcpm. wcpm.

RAN Core Word Chart TimeBaseline Timing Score secs. secs. secs. secs. secs. secs. secs.

POSSuM Check1A. Core/Rime Family Words secs. secs. secs. secs. secs. secs. secs.

1B. Eye-Spy Words secs. secs. secs. secs. secs. secs. secs.

1C. Non-Words secs. secs. secs. secs. secs. secs. secs.

2. Semantics/Fluencypoints (max. 6) pts. pts. pts. pts. pts. pts.

3. Syntaxpoints (max. 12) pts. pts. pts. pts. pts. pts.

4. Morphologypoints (max. 12) pts. pts. pts. pts. pts. pts.

4 Minute Story Time wcpm. wcpm. wcpm. wcpm. wcpm. wcpm. wcpm.

RAN Core Word Chart TimeBaseline Timing Score secs. secs. secs. secs. secs. secs. secs.

POSSuM Check1A. Core/Rime Family Words secs. secs. secs. secs. secs. secs. secs.

1B. Eye-Spy Words secs. secs. secs. secs. secs. secs. secs.

1C. Non-Words secs. secs. secs. secs. secs. secs. secs.

2. Semantics/Fluencypoints (max. 6) pts. pts. pts. pts. pts. pts.

3. Syntaxpoints (max. 16) pts. pts. pts. pts. pts. pts.

4. Morphologypoints (max. 20) pts. pts. pts. pts. pts. pts.

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Alignments and CorrelationsRAVE-O Correlation to Florida Specifications for Supplemental/Intervention Reading ProgramsRAVE-O focuses on specific content areas as outlined in the 1–5 Reading, Writing, Speaking, and Language Education Specifications. The following chart provides a full correlation to the specifications for Supplemental/Intervention Reading Programs.

Grade Level: Grade 1

Benchmark Code Reading Literature Materials or Strategies Used Unit Where Benchmark Is AddressedLACC.1.RL.1.1 Key Ideas and Details. Ask

and answer questions about key details in a text.

Think Thrice Strategy; Minute Stories; Question Words

Unit 2: pgs 82, 96; Unit 3: pgs 156-157, 172, 185; Unit 4: pgs 231, 258; Unit 5: pgs 330, 347, 363; Unit 6: pgs 403, 415, 420-422, 439; Unit 7: pgs 483-484, 502-503, 547-548; Unit 8: pgs 589-591, 622-623, 638-640; Unit 9: pgs 50-56, 68-74, 116-118; Unit 10: pgs 191-196, 214-216; Unit 11: pgs 264-266, 294-297; Unit 12: pgs 356-358, 374-378, 389-394; Unit 13: pgs 458-461, 471, 491; Unit 14: pgs 557-560, 569-571; Unit 15: pgs 638-641, 652-654; Unit 16: pgs 716-719, 734, 811.

LACC.1.RL.1.2 Key Ideas and Details. Retell stories, including key details, and demonstrate understanding of their central message or lesson.


Unit 6: pgs 403, 415, 420-422, 439; Unit 7: pgs 483-484, 502-503, 547-548; Unit 8: pgs 589-591, 622-623, 638-640; Unit 9: pgs 50-56, 68-74, 116-118; Unit 10: pgs 191-196, 214-216; Unit 11: pgs 264-266, 294-297; Unit 12: pgs 356-358, 374-378, 389-394; Unit 13: pgs 458-461, 471, 491; Unit 14: pgs 557-560, 569-571; Unit 15: pgs 638-641, 652-654; Unit 16: pgs 716-719, 734, 811.

LACC.1.RL.1.3 Key Ideas and Details. Describe characters, settings, and major events in a story, using key details.



LACC.1.RL.2.4 Craft and Structure. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.



LACC.1.RL.2.5 Craft and Structure. Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

Minute Story Unit 14: pgs 584-585, 664.

LACC.1.RL.2.6 Craft and Structure. Identify who is telling the story at various points in a text.

Think Thrice Strategy; Minute Stories Unit 2: pgs 82, 96; Unit 3: pgs 156-157, 172, 185; Unit 4: pgs 231, 258; Unit 5: pgs 330, 347, 363; Unit 6: pgs 403, 415, 420-422, 439; Unit 7: pgs 483-484, 502-503, 547-548; Unit 8: pgs 589-591, 622-623, 638-640; Unit 9: pgs 50-56, 68-74, 116-118; Unit 10: pgs 191-196, 214-216; Unit 11: pgs 264-266, 294-297; Unit 12: pgs 356-358, 374-378, 389-394; Unit 13: pgs 458-461, 471, 491; Unit 14: pgs 557-560, 569-571; Unit 15: pgs 638-641, 652-654; Unit 16: pgs 716-719, 734, 811.

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LACC.1.RL.3.7 Integration of Knowledge and Ideas. Use illustrations and details in a story to describe its characters, setting, or events.


LACC.1.RL.3.8 Integration of Knowledge and Ideas. (Not applicable to literature.)

N/A

LACC.1.RL.3.9 Integration of Knowledge and Ideas. Compare and contrast the adventures and experiences of characters in stories.


LACC.1.RL.4.10 Range of Reading and Level of Text Complexity. With prompting and support, read prose and poetry of appropriate complexity for grade 1.


Benchmark Code Reading Informational Text

LACC.1.RI.1.1 Key Ideas and Details. Ask and answer questions about key details in a text.


LACC.1.RI.1.2 Key Ideas and Details. Identify the main topic and retell key details of a text.

Think Thrice Strategy; Minute Stories Unit 6: pgs 403, 415, 420-422, 439; Unit 7: pgs 483-484, 502-503, 547-548; Unit 8: pgs 589-591, 622-623, 638-640; Unit 9: pgs 50-56, 68-74, 116-118; Unit 10: pgs 191-196, 214-216; Unit 11: pgs 264-266, 294-297; Unit 12: pgs 356-358, 374-378, 389-394; Unit 13: pgs 458-461, 471, 491; Unit 14: pgs 557-560, 569-571; Unit 15: pgs 638-641, 652-654; Unit 16: pgs 716-719, 734, 811.

LACC.1.RI.1.3 Key Ideas and Details. Describe the connection between two individuals, events, ideas, or pieces of information in a text.


25


LACC.1.RI.2.4 Craft and Structure. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

Core Word; Introduction: Many Interesting Meanings

Unit 2: pgs 47-57, 69-77; Unit 3: pgs 120-129, 132-134, 139-148; Unit 4: pgs 199-207, 209-211, 219-227; Unit 5: pgs 286-291, 292, 299-307, 316-324; Unit 6: pgs 374-387, 393-400; Unit 7: pgs 456-461, 464-465, 471-478, 492-497; Unit 8: pgs 562-569, 570-571, 578-585, 602-609; Unit 9: pgs 8-15, 16-17, 26-33, 42-49; Unit 10: pgs 129-142, 153-158, 169-177; Unit 11: pgs 231-243, 244-245, 251-259, 275-280; Unit 12: pgs 311-320, 329-339, 340-341, 347-353, 367-373; Unit 13: pgs 408-418, 419-420, 427-438, 450-457; Unit 14: pgs 508-515, 516-517, 524-531, 541-549; Unit 15: pgs 599-606, 610-611, 617-624, 632-635; Unit 16: pgs 686-693, 694-695, 702-707.

LACC.1.RI.2.5 Craft and Structure. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Beyond the scope of RAVE-O.

LACC.1.RI.2.6 Craft and Structure. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.



LACC.1.RI.3.7 Integration of Knowledge and Ideas. Use the illustrations and details in a text to describe its key ideas.

Think Thrice Strategy; Minute Stories Unit 5: pgs 330, 347, 363; Unit 6: pgs 403, 415, 420-422, 439; Unit 7: pgs 483-484, 502-503, 547-548; Unit 8: pgs 589-591, 622-623, 638-640; Unit 9: pgs 50-56, 68-74, 116-118; Unit 10: pgs 191-196, 214-216; Unit 11: pgs 264-266, 294-297; Unit 12: pgs 356-358, 374-378, 389-394; Unit 13: pgs 458-461, 471, 491; Unit 14: pgs 557-560, 569-571; Unit 15: pgs 638-641, 652-654; Unit 16: pgs 716-719, 734, 811.

LACC.1.RI.3.8 Integration of Knowledge and Ideas. Identify the reasons an author gives to support points in a text.


LACC.1.RI.3.9 Integration of Knowledge and Ideas. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).


LACC.1.RI.4.10 Range of Reading and Level of Text Complexity. With prompting and support, read informational texts appropriately complex for grade 1.

Think Thrice Strategy; Minute Stories Unit 14: pgs 581-587; Unit 15: pgs 607-609, 626-627, 630-631, 649, 664-665; Unit 16: pgs 710-720, 730-739, 750-759.

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Benchmark Code Reading Literature Materials or Strategies Used Unit Where Benchmark Is AddressedLACC.2.RL.1.1 Key Ideas and Details. Ask

and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Question Words; Think Thrice Strategy; Minute Stories

Unit 2: pgs 81, 95-96; Unit 3: pgs 156-157, 172, 185; Unit 4: pgs 231, 258; Unit 5: pgs 330, 346-347, 363; Unit 6: pgs 403, 420, 440; Unit 7: pgs 483-485, 502-504, 547-548; Unit 8: pgs 591, 622-623, 638-640; Unit 9: pgs 34, 54-56, 71-74, 90-94, 117-118; Unit 10: pgs 194-196, 214-216; Unit 11: pgs 264-266, 294-297; Unit 12: pgs 356-358, 374-378, 389-394; Unit 13: pgs 460-463, 474-476, 491-493; Unit 14: pgs 557-560, 569-571; Unit 15: pgs 638-641, 652-654; Unit 16: pgs 716-719, 734-737, 754-757, 811.

LACC.2.RL.1.2 Key Ideas and Details. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Although RAVE-O does ask students to recount stories and to determine the central message, it does not include fables and folktales.

LACC.2.RL.1.3 Key Ideas and Details. Describe how characters in a story respond to major events and challenges.

Think Thrice Strategy; Minute Stories Unit 2: pgs 81, 95-96; Unit 3: pgs 156-157, 172, 185; Unit 4: pgs 231, 258; Unit 5: pgs 330, 346-347, 363; Unit 6: pgs 403, 420, 440; Unit 7: pgs 483-485, 502-504, 547-548; Unit 8: pgs 591, 622-623, 638-640; Unit 9 pgs 34, 54-56, 71-74, 90-94, 117-118; Unit 10: pgs 194-196, 214-216; Unit 11: pgs 264-266, 294-297; Unit 12: pgs 356-358, 374-378, 389-394; Unit 13: pgs 460-463, 474-476, 491-493; Unit 14: pgs 557-560, 569-571; Unit 15: pgs 638-641, 652-654; Unit 16: pgs 716-719, 734-737, 754-757, 811.

LACC.2.RL.2.4 Craft and Structure. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Rhyme Time Unit 1: pgs 22-24, 28-31, 33-37; Unit 2: pgs 54-56, 75-77, 89-90; Unit 3: pgs 126-128, 142-143, 146-148, 151-152; Unit 4: pgs 205-207, 222, 224-225, 269-270; Unit 5: pgs 290, 301, 306, 320-323; Unit 6: pgs 378, 383-386, 395, 399; Unit 7: pgs 460, 477, 496, 544, 564, 568; Unit 8: pgs 580, 584, 604, 608, 654; Unit 9: pgs 10, 14, 28, 32, 44, 48, 66, 77; Unit 10: pgs 133, 137, 155, 174; Unit 11: pgs 235, 241, 256, 277; Unit 12: pgs 318, 331, 337, 350, 370; Unit 13: pgs 411, 417, 430, 436, 452, 456; Unit 14: pgs 510, 514, 526, 530, 544, 548, 579; Unit 15: pgs 601, 605, 619, 623, 634; Unit 16: pgs 688, 692, 706.

LACC.2.RL.2.5 Craft and Structure. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Think Thrice Strategy; Minute Stories Unit 5: pgs 330, 346-347, 363; Unit 6: pgs 403, 420, 440; Unit 7: pgs 483-485, 502-504, 547-548; Unit 8: pgs 591, 622-623, 638-640; Unit 9: pgs 34, 54-56, 71-74, 90-94, 117-118; Unit 10: pgs 194-196, 214-216; Unit 11: pgs 264-266, 294-297; Unit 12: pgs 356-358, 374-378, 389-394; Unit 13: pgs 460-463, 474-476, 491-493; Unit 14: pgs 557-560, 569-571; Unit 15: pgs 638-641, 652-654; Unit 16: pgs 716-719, 734-737, 754-757, 811.

LACC.2.RL.2.6 Craft and Structure. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.


LACC.2.RL.3.7 Integration of Knowledge and Ideas. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Think Thrice Strategy; Minute Stories Unit 5: pgs 330, 346-347, 363; Unit 6: pgs 403, 420, 440; Unit 7: pgs 483-485, 502-504, 547-548; Unit 8: pgs 591, 622-623, 638-640; Unit 9: pgs 34, 54-56, 71-74, 90-94, 117-118; Unit 10: pgs 194-196, 214-216; Unit 11: pgs 264-266, 294-297; Unit 12: pgs 356-358, 374-378, 389-394; Unit 13: pgs 460-463, 474-476, 491-493; Unit 14: pgs 557-560, 569-571; Unit 15: pgs 638-641, 652-654; Unit 16: pgs 716-719, 734-737, 754-757, 811.


N/A

27


LACC.2.RL.3.9 Integration of Knowledge and Ideas. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.


LACC.2.RL.4.10 Range of Reading and Level of Text Complexity. By the end of the year, read and comprehend literature, including stories and poetry, in the grade 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Minute Stories Unit 14: pgs 581-587; Unit 15: pgs 607-609, 626-627, 630-631, 649, 664-665; Unit 16: pgs 710-720, 730-739, 750-759.


LACC.2.RI.1.1 Key Ideas and Details. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.



LACC.2.RI.1.2 Key Ideas and Details. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.


Unit 16: pgs 716-719, 734-737, 754-757, 811.

LACC.2.RI.1.3 Key Ideas and Details. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.


LACC.2.RI.2.4 Craft and Structure. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.



LACC.2.RI.2.5 Craft and Structure. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.


28


LACC.2.RI.2.6 Craft and Structure. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.


LACC.2.RI.3.7 Integration of Knowledge and Ideas. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Think Thrice Strategy; Minute Stories Unit 5: pgs 330, 346-347, 363; Unit 6: pgs 403, 420, 440; Unit 7 pgs 483-485, 502-504, 547-548; Unit 8: pgs 591, 622-623, 638-640; Unit 9: pgs 34, 54-56, 71-74, 90-94, 117-118; Unit 10: pgs 194-196, 214-216; Unit 11: pgs 264-266, 294-297; Unit 12: pgs 356-358, 374-378, 389-394; Unit 13: pgs 460-463, 474-476, 491-493; Unit 14: pgs 557-560, 569-571; Unit 15: pgs 638-641, 652-654; Unit 16: pgs 716-719, 734-737, 754-757, 811.

LACC.2.RI.3.8 Integration of Knowledge and Ideas. Describe how reasons support specific points the author makes in a text.


LACC.2.RI.3.9 Integration of Knowledge and Ideas. Compare and contrast the most important points presented by two texts on the same topic.


LACC.2.RI.4.10 Range of Reading and Level of Text Complexity. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grade 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.


29


Benchmark Code Reading Literature Materials or Strategies Used Unit Where Benchmark Is AddressedLACC.3.RL.1.1 Key Ideas and Details.

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Minute Stories; Think Thrice Strategy; Question Words


LACC.3.RL.1.2 Key Ideas and Details. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Although RAVE-O does ask students to recount stories and to determine the central message, it does not include fables and folktales.

LACC.3.RL.1.3 Key Ideas and Details. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.


Unit 5: pgs 330, 346-347, 363; Unit 6: pgs 403, 420, 440; Unit 7: pgs 483-485, 502-504, 547-548; Unit 8: pgs 591, 622-623, 638-640; Unit 9: pgs 34, 54-56, 71-74, 90-94, 117-118; Unit 10: pgs 194-196, 214-216; Unit 11: pgs 264-266, 294-297; Unit 12: pgs 356-358, 374-378, 389-394; Unit 13: pgs 460-463, 474-476, 491-493; Unit 14: pgs 557-560, 569-571; Unit 15: pgs 638-641, 652-654; Unit 16: pgs 716-719, 734-737, 754-757, 811.

LACC.3.RL.2.4 Craft and Structure. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Core Word; Introduction: Many Interesting Meanings; Word Web


LACC.3.RL.2.5 Craft and Structure. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.


Unit 16: pgs 716-719, 734-737, 754-757, 811.

LACC.3.RL.2.6 Craft and Structure. Distinguish their own point of view from that of the narrator or those of the characters.


Unit 7: pgs 483-485, 502-504, 547-548; Unit 8: pgs 591, 622-623, 638-640; Unit 9: pgs 34, 54-56, 71-74, 90-94, 117-118; Unit 10: pgs 194-196, 214-216; Unit 11: pgs 264-266, 294-297; Unit 12: pgs 356-358, 374-378, 389-394; Unit 13: pgs 460-463, 474-476, 491-493; Unit 14: pgs 557-560, 569-571; Unit 15: pgs 638-641, 652-654; Unit 16: pgs 716-719, 734-737, 754-757, 811.

LACC.3.RL.3.7 Integration of Knowledge and Ideas. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).



30



N/A

LACC.3.RL.3.9 Integration of Knowledge and Ideas. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).


LACC.3.RL.4.10 Range of Reading and Level of Text Complexity. By the end of the year, read and comprehend literature—including stories, dramas, and poetry—at the high end of the grade 2–3 text complexity band independently and proficiently.

Minute Stories Unit 14: pgs 581-587; Unit 15: pgs 607-609, 626-627, 630-631, 649, 664-665; Unit 16: pgs 710-720, 730-739, 750-759.


LACC.3.RI.1.1 Key Ideas and Details. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.



LACC.3.RI.1.2 Key Ideas and Details. Determine the main idea of a text; recount the key details and explain how they support the main idea.


Unit 6: pgs 403, 420, 440; Unit 7: pgs 483-485, 502-504, 547-548; Unit 8: pgs 591, 622-623, 638-640; Unit 9: pgs 34, 54-56, 71-74, 90-94, 117-118; Unit 10: pgs 194-196, 214-216; Unit 11: pgs 264-266, 294-297; Unit 12: pgs 356-358, 374-378, 389-394; Unit 13: pgs 460-463, 474-476, 491-493; Unit 14: pgs 557-560, 569-571; Unit 15: pgs 638-641, 652-654; Unit 16: pgs 716-719, 734-737, 754-757, 811.

LACC.3.RI.1.3 Key Ideas and Details. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.


LACC.3.RI.2.4 Craft and Structure. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.


LACC.3.RI.2.5 Craft and Structure. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.


31


LACC.3.RI.2.6 Craft and Structure. Distinguish their own point of view from that of the author of a text.


Unit 7: pgs 483-485, 502-504, 547-548; Unit 8: pgs 591, 622-623, 638-640; Unit 9: pgs 34, 54-56, 71-74, 90-94, 117-118; Unit 10: pgs 194-196, 214-216; Unit 11: pgs 264-266, 294-297; Unit 12: pgs 356-358, 374-378, 389-394; Unit 13: pgs 460-463, 474-476, 491-493; Unit 14: pgs 557-560, 569-571; Unit 15: pgs 638-641, 652-654; Unit 16: pgs 716-719, 734-737, 754-757, 811.

LACC.3.RI.3.7 Integration of Knowledge and Ideas. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).


LACC.3.RI.3.8 Integration of Knowledge and Ideas. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).


LACC.3.RI.3.9 Integration of Knowledge and Ideas. Compare and contrast the most important points and key details presented in two texts on the same topic.


LACC.3.RI.4.10 Range of Reading and Level of Text Complexity. By the end of the year, read and comprehend informational texts—including history/social studies, science, and technical texts—at the high end of the grade 2–3 text complexity band independently and proficiently.


32


Benchmark Code Reading Literature Materials or Strategies Used Unit Where Benchmark Is AddressedLACC.4.RL.1.1 Key Ideas and Details.

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Teacher Guides Volumes 1 & 2: Minute Stories; Think Thrice Strategy

Unit 2: pgs 81, 95-96; Unit 3: pgs 156-157, 172, 185; Unit 4: pgs 231, 258; Unit 5: pgs 330, 346-347, 363; Unit 6: pgs 403-404, 420-422, 440; Unit 7: pgs 483-485, 502-503, 547-548; Unit 8: pgs 590-591, 622-623, 638-640; Unit 9: pgs 54-56, 71-73, 90-94, 117-118; Unit 10: pgs 194-196, 214-216; Unit 11: pgs 264-266, 294-296; Unit 12: pgs 356-358, 376-378, 392-394; Unit 13: pgs 460-462, 474-476, 491-492; Unit 14: pgs 557-559, 569-571; Unit 15: pgs 638-640, 652-653; Unit 16: pgs 716-718, 734-736, 754-756, 811-812.

LACC.4.RL.1.2 Key Ideas and Details. Determine a theme of a story, drama, or poem from details in the text; summarize the text.


In RAVE-O Units 1-6, students respond to questions about what they have read to prepare them for the task of summarizing. Students begin to summarize/retell the entire story starting in Unit 7. Examples of Summarizing: Unit 7: pg 549; Unit 8: pgs 591, 624, 640; Unit 9: pgs 56, 73; Unit 10: pgs 196, 216; Unit 11: pgs 266, 296; Unit 12: pgs 358, 378; Unit 13: pgs 462, 476, 492; Unit 14: pg 559; Unit 15: pgs 640, 653; Unit 16: pgs 718, 736, 756. Instruction on themes is beyond the scope of RAVE-O.

LACC.4.RL.1.3 Key Ideas and Details. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).


Unit 5: pgs 330, 346-347, 363; Unit 6: pgs 403, 420, 422, 440; Unit 7: pgs 483-485, 502-503, 547-548; Unit 8: pgs 590-591, 622-623, 638-640; Unit 9: pgs 34, 54-56, 71-73, 90-94, 117-118; Unit 10: pgs 194-196, 214-216; Unit 11: pgs 264-266, 294-296; Unit 12: pgs 356-358, 376-378, 392-394; Unit 13: pgs 460-462, 474-476, 491-492; Unit 14: pgs 557-559, 569-571; Unit 15: pgs 638-640, 652-653; Unit 16: pgs 716-718, 734-736, 754-756, 811-812.

LACC.4.RL.2.4 Craft and Structure. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

Teacher Guides Volumes 1 & 2: Core Word; Introduction: Many Interesting Meanings; Word Web


LACC.4.RL.2.5 Craft and Structure. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.


LACC.4.RL.2.6 Craft and Structure. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.


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LACC.4.RL.3.7 Integration of Knowledge and Ideas. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Teacher Guides Volumes 1 & 2: Picture Walks

Unit 2: pg 95; Unit 3: pgs 156, 171, 185; Unit 4: pgs 231, 258; Unit 5: pgs 329-330, 346, 363; Unit 6: pgs 403, 421, 439; Unit 7: pgs 483, 502, 547; Unit 8: pgs 590, 622, 639; Unit 9: pgs 54-55, 71-72, 91, 117; Unit 10: pgs 195, 214; Unit 11: pgs 265, 294; Unit 12: pgs 357, 377, 392; Unit 13: pgs 460, 474, 491; Unit 14: pgs 558, 570; Unit 15: pg 652; Unit 16: pgs 717, 734-735, 755 (Note: In Unit 16, the emphasis on visuals decreases as students are encouraged to use their own imagination to visualize the story.)


N/A

LACC.4.RL.3.9 Integration of Knowledge and Ideas. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.


LACC.4.RL.4.10 Range of Reading and Level of Text Complexity. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Beyond the scope of RAVE-O. Note: As an intervention for elementary-level children, RAVE-O stories were written for controlled decodability. The quantitative Lexile range for the texts generally scaffolds up, starting below 100 and increasing to 700, and falling within the CCSS revised Lexile ranges for grades 2–3.Text complexity as defined by the CCSS, Appendix A, involves not only the quantitative dimension (readability) but the qualitative dimension (levels of meaning or purpose and knowledge demand). RAVE-O is particularly rich in the qualitative dimension of text complexity by introducing students to several levels of meaning even in text with low readability Lexiles. The third dimension of text complexity is the reader/task, which is what the reader brings to the task of reading. Students in RAVE-O build vocabulary knowledge and comprehension strategies as they progress throughout the program.

Benchmark Code Reading informational Text

LACC.4.RI.1.1 Key Ideas and Details. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.


Unit 2: pgs 81, 95-96; Unit 3: pgs 156-157, 172, 185; Unit 4: pgs 231, 258; Unit 5: pgs 330, 346-347, 363; Unit 6: pgs 403-404, 420-422, 440; Unit 7: pgs 483-485, 502-503, 547-548; Unit 8: pgs 590-591, 622-623, 638-640; Unit 9: pgs 54-56, 71-73, 90-94, 117-118; Unit 10: pgs 194-196, 214-216; Unit 11: pgs 264-266, 294-296; Unit 12: pgs 356-358, 376-378, 392-394; Unit 13: pgs 460-462, 474-476, 491-492; Unit 14: pgs 557-559, 569-571, 584-587; Unit 15: pgs 638-640, 652-653, 668-672; Unit 16: pgs 716-718, 734-736, 754-756, 811-812.Note: RAVE-O focuses on stories; informational texts come into the curriculum in Units 14–15—examples in bold above.

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LACC.4.RI.1.2 Key Ideas and Details. Determine the main idea of a text and explain how it is supported by the key details; summarize the text.

Teacher Guides Volumes 1 & 2: Minute Stories; Think Thrice Strategy; Fact Finders

In RAVE-O Units 1–6, students respond to questions about what they have read to prepare them for the task of summarizing. Students begin to summarize/retell the entire story starting in Unit 7. Examples of Summarizing: Unit 7: pg 549; Unit 8: pgs 591, 624, 640; Unit 9: pgs 56, 73; Unit 10: pgs 196, 216; Unit 11: pgs 266, 296; Unit 12: pgs 358, 378; Unit 13: pgs 462, 476, 492; Unit 14: pgs 559, 587; Unit 15: pgs 640, 653, 671; Unit 16: pgs 718, 736, 756.In Units 1–5, students are guided by the teacher as they learn how to identify important information from stories that help identify the overall meaning. In Units 6–11, they continue to work with stories, but focus on the main problem and details that explain how the problem was solved. In Units 12–16, where informational text becomes more of a focus, students are asked to identify the main ideas and supporting details. Some examples include: Unit 14: pgs 586-587; Unit 15: pgs 668-671, 678.Note: RAVE-O focuses on stories; informational texts come into the curriculum in Units 14–15—examples in bold above.

LACC.4.RI.1.3 Key Ideas and Details. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Although students are responding to many questions for the informational texts in Units 14 and 15, they are not required to provide extended explanations.

LACC.4.RI.2.4 Craft and Structure. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Teacher Guide Volume 2: Minute Story Reading and Preparation

Unit 14: pgs 581-585, 587; Unit 15: pgs 666-669, 671-672, 674.

LACC.4.RI.2.5 Craft and Structure. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

In regards to informational texts, this is beyond the scope of RAVE-O.

LACC.4.RI.2.6 Craft and Structure. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.


LACC.4.RI.3.7 Integration of Knowledge and Ideas. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.


Unit 14: pg 586; Unit 15: pg 671.

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LACC.4.RI.3.8 Integration of Knowledge and Ideas. Explain how an author uses reasons and evidence to support particular points in a text.


LACC.4.RI.3.9 Integration of Knowledge and Ideas. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.


LACC.4.RI.4.10 Range of Reading and Level of Text Complexity. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.


36


Benchmark Code Reading Literature Materials or Strategies Used Unit Where Benchmark Is AddressedLACC.5.RL.1.1 Key Ideas and Details. Quote

accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Teacher Guides Volumes 1 & 2: Minute Story Readings

Quotation marks are introduced in Unit 7: pg 482; however, having students use these marks in responses is beyond the scope of RAVE-O.

LACC.5.RL.1.2 Key Ideas and Details. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.


In RAVE-O Units 1–6, students respond to questions about what they have read to prepare them for the task of summarizing. Students begin to summarize/retell the entire story starting in Unit 7. Examples of Summarizing: Unit 7: pg 549; Unit 8: pgs 591, 624, 640; Unit 9: pgs 56, 73; Unit 10: pgs 196, 216; Unit 11: pgs 266, 296; Unit 12: pgs 358, 378; Unit 13: pgs 462, 476, 492; Unit 14: pg 559; Unit 15: pgs 640, 653; Unit 16: pgs 718, 736, 756.Instruction on themes is beyond the scope of RAVE-O.

LACC.5.RL.1.3 Key Ideas and Details. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).


LACC.5.RL.2.4 Craft and Structure. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

Teacher Guides Volumes 1 & 2: Core Word; Introduction: Many Interesting Meanings; Word Web

Unit 2: pgs 47-57, 69-77; Unit 3: pgs 120-129, 132-134, 139-148; Unit 4: pgs 199-207, 209-211, 219-227; Unit 5: pgs 286-291, 292, 299-307, 316-324; Unit 6: pgs 374-387, 393-400; Unit 7: pgs 456-461, 464-465, 471-478, 492-497; Unit 8: pgs 562-569, 570-571, 578-585, 602-609; Unit 9: pgs 8-15, 16-17, 26-33, 42-49; Unit 10: pgs 129-142, 153-158, 169-177; Unit 11: pgs 231-243, 244-245, 251-259, 275-280; Unit 12: pgs 311-320, 329-339, 340-341, 347-353, 367-373; Unit 13: pgs 408-418, 419-420, 427-438, 450-457; Unit 14: pgs 508-515, 516-517, 524-531, 541-549; Unit 15: pgs 599-606, 610-611, 617-624, 632-635; Unit 16: pgs 686-693, 694-695, 702-707.Note: Figurative language is not a focus of RAVE-O.

LACC.5.RL.2.5 Craft and Structure. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

Teacher Guide, Volume 2: Minute Story

Unit 9: pgs 90-95.

LACC.5.RL.2.6 Craft and Structure. Describe how a narrator's or speaker's point of view influences how events are described.


LACC.5.RL.3.7 Integration of Knowledge and Ideas. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentations of fiction, folktale, myth, poem).

Teacher Guides Volumes 1 & 2: Picture Walks

Unit 2: pg 95; Unit 3: pgs 156, 171, 185; Unit 4: pgs 231, 258; Unit 5: pgs 329-330, 346, 363; Unit 6: pgs 403, 421, 439; Unit 7: pgs 483, 502, 547; Unit 8: pgs 590, 622, 639; Unit 9: pgs 54-55, 71-72, 91, 117; Unit 10: pgs 195, 214; Unit 11: pgs 265, 294; Unit 12: pgs 357, 377, 392; Unit 13: pgs 460, 474, 491; Unit 14: pgs 558, 570; Unit 15: pg 652; Unit 16: pgs 717, 734-735, 755. Note: In Unit 16, the emphasis on visuals decreases as students are encouraged to use their own imagination to visualize the story.

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N/A

LACC.5.RL.3.9 Integration of Knowledge and Ideas. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.


LACC.5.RL.4.10 Range of Reading and Level of Text Complexity. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Beyond the scope of RAVE-O. Note: As an intervention for elementary-level children, RAVE-O stories were written for controlled decodability. The quantitative Lexile range for the texts generally scaffolds up, starting below 100 and increasing to 700, and falling within the CCSS revised Lexile ranges for grades 2–3.Text complexity as defined by the CCSS, Appendix A, involves not only the quantitative dimension (readability) but the qualitative dimension (levels of meaning or purpose and knowledge demand). RAVE-O is particularly rich in the qualitative dimension of text complexity by introducing students to several levels of meaning even in text with low readability Lexiles. The third dimension of text complexity is the reader/task, which is what the reader brings to the task of reading. Students in RAVE-O build vocabulary knowledge and comprehension strategies as they progress throughout the program.


LACC.5.RI.1.1 Key Ideas and Details. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Teacher Guides Volumes 1 & 2: Minute Story Readings

Quotation marks are introduced in Unit 7: pg 482; however, having students use these marks in responses is beyond the scope of RAVE-O.

LACC.5.RI.1.2 Key Ideas and Details. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

Teacher Guides Volumes 1 & 2: Minute Stories; Think Thrice Strategy; Fact Finders

In RAVE-O Units 1–6, students respond to questions about what they have read to prepare them for the task of summarizing. Students begin to summarize/retell the entire story starting in Unit 7. Examples of Summarizing: Unit 7: pg 549; Unit 8: pgs 591, 624, 640; Unit 9: pgs 56, 73; Unit 10: pgs 196, 216; Unit 11: pgs 266, 296; Unit 12: pgs 358, 378; Unit 13: pgs 462, 476, 492; Unit 14: pgs 559, 587; Unit 15: pgs 640, 653, 671; Unit 16: pgs 718, 736, 756.In Units 1–5, students are guided by the teacher as they learn how to identify important information from stories that help identify the overall meaning. In Units 6-11, they continue to work with stories, but focus on the main problem and details that explain how the problem was solved. In Units 12-16, where informational text becomes more of a focus, students are asked to identify the main ideas and supporting details. Some examples include: Unit 14: pgs 586-587; Unit 15: pgs 668-671, 678.Note: RAVE-O focuses on stories; informational texts come into the curriculum in Units 14–15—examples in bold above.

LACC.5.RI.1.3 Key Ideas and Details. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.


38


LACC.5.RI.2.4 Craft and Structure. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.


Unit 14: pgs 581-585, 587; Unit 15: pgs 666-669, 671-672, 674.

LACC.5.RI.2.5 Craft and Structure. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

In regards to informational texts, this is beyond the scope of RAVE-O.

LACC.5.RI.2.6 Craft and Structure. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.


LACC.5.RI.3.7 Integration of Knowledge and Ideas. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.


LACC.5.RI.3.8 Integration of Knowledge and Ideas. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).


LACC.5.RI.3.9 Integration of Knowledge and Ideas. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.


LACC.5.RI.4.10 Range of Reading and Level of Text Complexity. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.


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RAVE-O and the Common Core State Standards for English Language Arts

RAVE-O accelerates students’ decoding abilities while developing vocabulary, word and world knowledge, fluency, and thinking deeply about text. Students who complete RAVE-O have built a very strong foundation of literacy skills that prepare them well for reading success in their core literacy program.

RAVE-O ’s instructional methods support Florida’s implementation of the Common Core State Standards for English Language Arts. RAVE-O aligns to the Reading Standards for Foundational Skills, Language, Speaking and Listening, and Reading Literature and Informational Text for Grade 2. (For specific alignments, see Correlation to the Common Core State Standards for English Language Arts at www.soprislearning.com/rave-o.)

Common Core State Standards for English Language Arts

RAVE-O Alignment to Grade 2 Standards

Reading Standards: Foundational Skills

Know and apply grade-level phonics and word analysis skills to decoding words.

Read with sufficient accuracy and fluency to support comprehension.

Reading Standards for Literature

Ask and answer such questions as who, what, where, when, why, and how and demonstrate understanding of key details in text.

Describe how characters in a story respond to major events and challenges.

Describe how words and phrases supply rhythm and meaning to a story, poem, or song.

Describe the overall structure of a story including how the beginning introduces the story and the ending concludes the action.

Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, and plot.

Reading Standards for Informational Text

Ask and answer such questions as who, what, where, when, why, and how and demonstrate understanding of key details in text.

Identify the main topic of multiparagraph text, as well as the focus of specific paragraphs within the text.

Determine the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in text.

Determine the meaning of words and phrases in a text.

Know and use various text features to locate key facts or information in text efficiently.

Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Explain how specific images contribute and clarify a text.

Describe how reasons support specific points the author makes in text.

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www.soprislearning.com/rave-o

Common Core State Standards for English Language Arts

RAVE-O Alignment to Grade 2 Standards

Speaking and Listening Standards

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and large groups.

Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Produce complete sentences when appropriate to task and situation in order to provide detail or clarification.

Language Standards Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Demonstrate the conventions of standard English capitalization, punctuation, and grammar when writing.

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases, using flexibility from an array of strategies.

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including adjectives and adverbs.

Text Complexity in RAVE-O

Text complexity is defined by the CCSS, Appendix A, using a three-point model for determining how easy or difficult text is to read. RAVE-O addresses all three dimensions of text complexity described below.

* from Figure 1: The Standards’ Model of Text Complexity, Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, Appendix A, page 4.

Quantitative (readability)

RAVE-O was written for controlled decodability. The Lexile Range for the texts scaffold up throughout the program, starting below 100 and increasing to 700. RAVE-O Lexiles fall within the revised Lexile ranges for grades 2–3.

Qualitative (levels of meaning or purpose and knowledge demand)

RAVE-O is particularly rich in the qualitative dimension of text complexity by introducing students to multiple levels of meaning even in text with low Lexiles.

Reader/Task (what the reader brings to the task and the types of questions posed)

RAVE-O students are asked to Think Thrice when they read: Think Ahead (preview, predict, visualize, activate background knowledge), Think Back (monitor understanding, infer, summarize, generalize), and Think for Yourself (synthesize, evaluate, create). RAVE-O students build comprehension strategies as they progress through the program.

QuantitativeQualitative

Reader/Task*

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RAVE-O and Florida Content and Pedagogy Indicators

In addition to aligning to the Grade 2 Common Core State Standards, RAVE-O fulfills the following Grade 2 content and pedagogical indicators, as delineated in the Education Specifications for 2012–2013 Florida State Adoption of Instructional Materials.

RAVE-O ComponentsEducation Specifications—Florida State Adoption Content/ Pedagogy Indicators Grade 2

Phonology

Practice in every lesson develops automatic retrieval of symbol-sound and sound-symbol correspondences.

Phonics and Word Recognition

Letter sounds are introduced explicitly and systematically.

Students are taught a specific strategy to sound out words.

Instruction follows the continuum of word types (first CV and CVC words).

Instruction progresses from the simple to the more complex concepts —starts with larger units (words and syllables) and progresses to smaller units (phonemes).

There are frequent and cumulative reviews of previously taught letter sounds, concepts, and words.

High utility irregular words are taught with the number being limited. Decoding strategies are taught for the parts of irregular words that are decodable.

Students are taught to read multisyllabic words by using prefixes, suffixes, and word parts.

Students apply taught letter sounds and vocabulary to reading short, decodable text.

Orthography

Every lesson focuses on Core Words that represent some of the most common letter patterns in English.

Phonics and Word Recognition

Explicit spelling instruction teaches students to use letter sounds to spell words.

Once students know individual sounds, spelling patterns are taught.

Connections between spelling and decoding are explicit.

High-frequency words are specifically taught.

Semantics

Daily practice emphasizes the multiple meanings of words and the multiple connections that each of those meanings possesses.

Vocabulary Acquisition and Use

Speaking and listening vocabulary is emphasized.

Academic vocabulary is taught.

Instruction is systematic, including direct instruction of word meanings as well as developing students’ abilities to learn word meanings from context.

Oral language activities are a part of each lesson.

Writing craft reinforces vocabulary knowledge.

Academic words are chosen for future utility and being part of word families.

Materials use engaging forms of word play to develop a sense of joy about words.

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RAVE-O ComponentsEducation Specifications—Florida State Adoption Content/ Pedagogy Indicators Grade 2

Syntax

In each lesson, students learn to use Core Words in varying syntactic roles and develop their ability to read and construct a variety of sentence structures.

Conventions of Standard English and Knowledge of Language

Students learn to use conventions of English grammar and usage when speaking and writing.

Students produce, expand, and rearrange complete simple and compound sentences.

Instruction teaches students to identify verbs, helping verbs, action verbs, nouns, pronouns, adjectives, and prepositions and use them to construct sentences.

Common uses of periods, commas, exclamation marks, question marks, quotation marks, and apostrophes are also taught.

Morphology

Students learn to identify the common affixes, s, ing, ed, er, est, and y, and how the meanings of words and their grammatical functions can change when affixes are applied.

Vocabulary Acquisition and Use

Determine the meaning of a new word when an affix is applied.

Use a known root word as a clue to the meaning of an unknown word.

Use sentence-level context as a clue to the meaning of a word or phrase.

Fluent Comprehension

Fluency is a part of every lesson and comprehension strategies are explicitly taught before, during, and after every reading of Minute Stories to foster the development of deep reading skills.

Fluency

Fluency is part of the daily lesson.

Accuracy, speed, and prosody are emphasized.

Students are reading text at their independent or instructional level to help build fluency.

Fluency practice involves the teacher giving feedback to students.

Ample practice materials and opportunities at appropriate reading levels are provided.

Research based fluency strategies are included.

Fluency is progress monitored with comprehension checks.

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RAVE-O MaterialsRAVE-O ToolkitRAVE-O materials are logically organized into all-inclusive “toolkits.” These kits provide everything needed to teach up to six students. Educators will find a rich assortment of teacher materials, student materials, and manipulatives. These components have been in development for more than a decade and are the outcomes of rigorous research studies—ensuring they have been fully tested and refined prior to reaching your classroom.

Teacher Materials

RAVE-O Online Resources http://www.soprislearning.com/ raveoresources

• Instructional Blackline Masters (activity sheets, word lists, and sentence strips)

• WordWork Book answer keys

• Unit Assessments: POSSuM Checks

• Minute Stories for Timed Readings

• Class Assessment Record Form

• Home-School Connections

Teacher Resource Guide

• Program Overview and Rationale

• Assessment System

• Word Introductions

• Research Articles

• Additional Resources

Teacher Guides Volumes 1 and 2

• Lesson Planners/Highly Detailed Lessons

• Learning Objectives

• Instruction for Units 1–16

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http://www.soprislearning.com/raveoresources

Interactive, Manipulative Materials

• 16 Metacognitive Tip Posters

• Larger format Word Web Poster

• Larger format RAVE-O Town Poster

• Card sets: Core Word, Spelling Pattern, Image, Word Wall, Eye-Spy

• Dice: 8 Rime Pattern and 6 Starter

• 6 Sound Sliders

• 6 magnifying glasses

• 6 sand timers

3.1.a

3.1.b

bat

hamship

noteplot

Student MaterialsMinute Story Anthologies Volumes 1 and 2 (6 copies each) (Nonconsumable)

• Minute Stories for Units 2–16

• Engaging narrative and informational text

• Oral responses to reading

WordWork Books Volumes 1 and 2 (6 copies each) (Consumable)

• Activities for Units 2–16

• Minute Stories for Units 2–16

• RAN (Rapid Automatized Naming) Word Charts

UN

IT

8

Na

me

Ende

r Ben

der W

orks

heet

Core Word sing

ederbug

bugging×

run

ran

rub

rubbed

duck

×dip

dipping

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Structure of a RAVE-O UnitRAVE-O consists of 16 Units, each of which includes three to six lessons. All students start at Unit 1. Although units vary in length, each unit follows a similar sequence that is easy for teachers and students to understand and follow.

The overall progression in each unit moves from accuracy, to fluency, to fluent comprehension, ensuring ample practice over time. Thus, students first become highly accurate with regard to a given word’s decoding, meanings, uses, and functions. After acquiring accuracy in the letter-patterns and in word recognition, they then move toward building speed and understanding through ever-increasing levels of complexity in the words themselves and in their different uses in sentences and text.

The Welcome (semantic) activity begins every lesson.

Followed by the Warm-Up (review of previous material).

Other activities introduce new Core Words and concepts.

Each lesson ends with a Ticket Out the Door activity (review of material covered in that lesson).

Example RAVE-O Unit 45-minute lessons

Lesson 1 Lesson 2 Lesson 3 Lesson 4Welcome Welcome Welcome Welcome

Warm-Up Warm-Up Warm-Up Warm-Up

Introduce New Core Words

Introduce New Core Words

Introduce New Tip (Metacognitive Strategy)

Move Core Words to Word Wall

Working With Words

Minute Story Minute Story Minute Story

Word Web Activities for Accuracy

Activities for Accuracy and Fluency

Timed RAN Word Charts for Core WordsTimed Minute Stories

Ticket Out the Door

Ticket Out the Door

Ticket Out the Door

Ticket Out the Door

Unit Assessment: POSSuM Check

Teacher-friendly instructional routines in each unit follow a similar sequence that is easy for teachers and students to understand.

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Planning and PacingPlanningEach RAVE-O lesson is estimated to last about 45 minutes. Lessons can be taught in 45-minute or 20–30 minute sessions. In order to work on all the POSSuM components, fluency activities, metacognitive strategies, and comprehension skills in the lessons, the teacher must balance the time between meeting individual needs of students and addressing as many important principles and activities as possible. Above all, it is best to keep a steady, upbeat pace and to not skip any activities.

113RAVE-O Unit 3 Lesson 1

LESSON 1 ACTIVITIES TIME (MINS.) STUDENT OBJECTIVES PAGE

Working With Words bat and pat PART IIIExamine Rime PatternsExamine the rime patterns in bat and pat.

4 Examine the rime patterns in bat and pat and use the Jam-Slam Tip to create words (Orthography).

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PART IVCreate bat and patBuild words independently with sublexical orthographic units.

4 Name Starter and Rime Pattern Cards; use cards to create bat and pat; write the words and phrases (Orthography, Syntax).

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Word Web: batReview the Word Web structure as a way of exploring multiple meanings and the words connected to each meaning.

8 Provide associated words (MICs) for each MIM to create a Word Web for bat (Novel Thought, Semantics).

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Ticket Out the DoorReview and use nouns and verbs in sentences.

3 Identify MIM of Core Word as a noun or a verb and use in an oral sentence (Semantics, Syntax).

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M A T E R I A L STOOLkIT CLASSROOM TEAChER RESOURCE GUIDE

Core Word Cards: bat, patRime Pattern Cards: atStarter Cards: b, pImage Cards: jam, ram, lap, tap, bat, patQuestion Words PosterSentence Builder PosterJam-Slam PosterMIM PosterMIC PosterWord WebWordWork BooksUnit 3 Semantic Resource Sheets

(see the Teacher Resource Guide)Small magnifying glasses

Pocket chartIndex cardsSelf-stick notes (three colors)Word Wall

Word Introductions with Semantic Resource Sheets, Assessment Guidelines and Assessment Forms, the Image Card Catalog, Word Wall Chart, and other useful resources.TEAChER-PROVIDED

Treasure chestDetective hat (optional)Pictures and props that represent batPictures and props that represent patTactile cards: at (one per student)Photocopy of three Image Cards for batPhotocopy of Core Word Card for batPreparation:

Write “Noun-Thing” and “Verb-Action” on two index cards.

ONLINE RESOURCES

Instructional Blackline Masters, Assessment Forms (Unit POSSuM Checks: teacher and student versions; Minute Stories for Timed Readings, Class Assessment Record Form), and Home-School Connections (parent letters and materials). www.soprislearning.com/raveoresources

The At-A-Glance Lesson Planner provides recommended times for each activity.

112 RAVE-O Unit 3 Lesson 1

UNIT 3 LESSON 1

LESSON 1 ACTIVITIES TIME (MINS.) STUDENT OBJECTIVES PAGE

WelcomeReview the concept of rime families and rime patterns am and ap.

3 Describe the Rhyme-Time Tip (Phonology); identify rime patterns in Core Words (Orthography); read the Word Wall with speed (Fluency).

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Warm-UpIdentify MIMs of Core Words.

5 Provide words from Image Card clues (Semantics, Retrieval).

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Nouns vs. VerbsIntroduce the thing/action—noun/verb concept.

6 Identify noun/verb usage pictured in the Image Cards and/or as used in sentences (Syntax, Semantics).

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Word Introduction bat Word introduction for the first of two new Core Words with the same rime pattern.

PART IIntroduce MIMs of batSemantic introduction of bat.

4 Provide three meanings of bat (Semantics) and use the meanings in sentences (Syntax).

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PART IIReview Sound-Symbol Correspondences of batPhonological introduction of bat.

2 Segment phonemes, name letters, review sound-symbol correspondences of bat, and blend to word level (Phonology).

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Word Introduction pat Word introduction for the second of two new Core Words with the same rime pattern.

PART IIntroduce MIMs of patSemantic introduction of pat.

4 Provide three meanings of pat (Semantics) and use the three meanings in sentences (Syntax).

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PART IIReview Sound-Symbol Correspondences of patPhonological introduction of pat.

2 Segment phonemes, name letters, review sound-symbol correspondences of pat, and blend to word level (Phonology).

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Lesson 1 • A T - A - G L A N C E

RAVE-O lessons are estimated to last about 45 minutes and can be taught in 20–30 minute sessions.

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PacingRAVE-O offers flexible implementation models to match alternative settings and timeframes. RAVE-O consists of 77 lessons + 16 assessments = 93 sessions. Ideally the sessions should be taught four times a week, to ensure effective implementation. Because schedules don’t always allow for that number of lessons per week, a minimum of two sessions per week is recommended to ensure student progress.

If the time allotted for RAVE-O instruction is less than 45 minutes, or if the students progress at such a pace that the lessons do not get completed, it is still important to build in review and reinforcement into each lesson.

Daily, Intensive Summer SchoolIntensive instruction plus assessments can be accomplished during a 4–6 week summer school session. Ongoing research suggests that the summer school format successfully maintains student progress and for many students bolsters their reading progress (see Donnely-Adams, 2009).

The Welcome (semantic) activity begins every lesson.

Followed by the Warm-Up (review of previous material).

Other activities can be introduced in the time available.

Each lesson ends with a Ticket Out the Door activity (review of material covered in that lesson).

Example RAVE-O Unit 20–30 minute lessons

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7Welcome Welcome Welcome Welcome Welcome Welcome Welcome

Warm-Up Warm-Up Warm-Up Warm-Up Warm-Up Warm-Up Warm-Up

Introduce First New Core Word

Introduce Second Core Word

Introduce ThirdCore Word

Introduce FourthCore Word

Introduce New Tip (Metacognitive Strategy)

Activities for Accuracy and Fluency

Move Core Words to Word Wall

Working With Words/Word Web

Working With Words/Word Web

Word Web or Word Web Activities for Accuracy

Minute Story

Minute Story

Minute Story

Timed RAN Word Charts for Core Words and Timed Minute Stories

Ticket Out the Door

Ticket Out the Door

Ticket Out the Door

Ticket Out the Door

Ticket Out the Door

Ticket Out the Door

Ticket Out the Door

Unit Assessment: POSSuM Check

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Differentiated InstructionWhat is differentiated instruction? Carol Ann Tomlinson (1999) has defined it as “an approach to teaching in which the teacher strives to do whatever is necessary to ensure that struggling and advanced learners, students of varied cultural heritages, and children with differing backgrounds of experiences learn to their greatest potential. Differentiation is the tool to providing rigorous, challenging, and coherent curriculum to all students.”

RAVE-O offers several ways to differentiate instruction to meet student needs:

• Prominent, specific instructional lesson plans with built-in daily review of key concepts and skills during the Welcome, Warm-Up, and Ticket Out the Door activities.

• Prompts for immediate corrective feedback via IF…THEN prescriptive teaching boxes at point of use within the Teacher Guides.

• An efficient assessment system that includes Ongoing Informal Assessments at key points in each lesson. It also includes Formal Assessments that measure student progress at the end of every unit and summative assessments at the ends of Units 4, 9, and 16.

• Pair/Individual Work time in every unit that can be used either to challenge student partners to apply the skills and concepts they have learned to new activities or to address areas of weakness that were noted as a result of Ongoing Informal Assessments.

• Flexible implementation in terms of pacing to respond to the progress of students and to keep them productive, motivated, and engaged in learning.

• Home-School Connections materials that provide opportunities for students to practice their fluency and comprehension skills with family members.

Support for English Learners (ELs)RAVE-O instruction aligns with research-based best practices identified by the Institute of Education Sciences (IES) for producing “better outcomes for English learners” (Gersten, et al., p. vi). These practices include screening for reading problems and conducting formative assessments, providing intensive small group interventions, offering extensive and varied vocabulary instruction, and scheduling regular peer-assisted learning opportunities.

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Home-School ConnectionsRAVE-O provides materials for building connections with each student’s family about what students are accomplishing in the RAVE-O program. These materials include letters to families explaining their student’s participation in the RAVE-O program, as well as updates that keep families informed as to what students are studying in every unit. Minute Stories are included for students to read to their families. Copies of stories should be sent home with students after the stories have been introduced, practiced, and reviewed in class.

This extra reading practice gives families the opportunity to applaud their students’ accomplishments. Building opportunities for students to read and to use language successfully in as many contexts as possible is an important aspect of RAVE-O ’s comprehensive approach to language.

Signature ________________________________________________© 2011 Cambium Learning® Sopris. All rights reserved. Permission is granted to reproduce this page for student use. 147

UNIT 14 Name

racking the Tracks to the Brush”“Tr

Sam shuts his eyes and drums his hand on his bill. He has Sam shuts hisSam shuts his eyS s eyes and drums his hand osssssam shuts his eyes and drums his handa is eyes and drums his hand onihhtthhmmam shuts his eyes and drums his handaSam shuts his eyes and drums his hand oS eye iiSSaaaamm sshhuuttss hhiiss eyes and drums his hand on his bill. He hahis bill. He hassa bigger mystery than the one by the tracks.a bigger mystery than the one by the tracby the traracksks..

What makes little wet tracks on the sill and on the rug?What makes little wet tracks on thehat makees little wet traracks on the sill and on thesill and on the rugrug??

A plan struck Sam.A plan struck Samplan struck Sam..He can brush the tracks with sand so the tracks stand out.He can brush the tracks with sand so the trace can brush the traracks with sand so the traracks stand outks stand out..

Then he can track the little sandy tracks.Then he can track thehen he can trarack the little sandlittle sandy tracy traracksks..

The tracks go up to the Shutterbug Club, but the clubThe tracks go up to the Shutterbug Clubhe traracks go up to the Shutterbug Club, but the, but the clubclubis shut.is shhutt..

Sam sees the tracks go to the brush.Sam sees the tracks ges the traracks go to the bruso to the brushh..Yuck! Is it a bug or a grub?Y ck! Is it a bug or a grubuck! Is it a bug or a grub??

No, it is a band of slugs! One is thin. One is fatter, andNo, it is a band of slugs! One iso, it is a band of slugs! One is thin. One is fattthin. One is fatter, ander,r, andthe biggest one makes the fattest tracks.the biggest one makes the fatthe biggest one makees the fattest trackest trarackss..

Sam sees them with his own eyes! Can he stop themSam sees them with his own eyes! Can heeyes! Can he stop thestop themmfrom getting in?frorom gettingetting ing in??

He will not slug the slugs, but he will shut the sill so they He will not slug the slugs, but hee will not slug the slugs, but he will shut thewill shut the sill so tsill so theheyy cannot get in. Sam was happy. The case was shut.cannot get in. Sam was happy. Theannot get in. Sam was happy. The case was shcase was shutt..

Time taken:1st reading 2nd reading 3rd reading

Unit 14 Letter14 14 14

Signature ________________________________________________

Unit 14, Home-School Connections

Dear Parent,

Your student is continuing to receive additional reading instruction in a program called RAVE-O.

In Unit 14, your student is learning another RAVE-O Town Tip and has already received a copy of the illustration. If you need another copy of this tip, please ask me.Ender Bender est. When you add the Ender Bender est to the end of a word, it bends the meaning of the word a little. Examples: big, biggest; sad, saddestIn Unit 14, your student is learning the following Core Words: grub, brush, club, slug, struck, drum. Your student has been learning the phonics (sounds and letters), spelling, meanings, and grammatical functions for these Core Words, as well as reviewing Core Words from previous units. Included with this letter is a Minute Story that contains some of these Core Words. Each one of RAVE-O’s fun, whimsical stories has an important purpose in reinforcing key skills and concepts that will help your student grow as a reader.

Please do the following:

1. Ask your student to read the story to you. Focus f irst on accurate reading, then ask your student to read the story again a bit faster. Ask your student to talk about new words and meanings that have been learned and to use them in sentences.2. Compliment your student for his or her reading practice. Have fun reading with your student!

3. Sign your name at the bottom of the story, and have your student return it to school the next day.

Thank you for being a partner in working with me to help your student become a better reader.

Sincerely,

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TrainingSopris Learning provides professional development for teachers, literacy coaches, and principals with comprehensive training aimed at ensuring successful use of the curriculum. Initial and ongoing professional development includes training focused on research-based instructional practices and assessment tools with alignment to the Common Core State Standards.

Online Initial TrainingThe RAVE-O online product training utilizes a virtual host who guides users through an interactive training manual, audio and video presentation of lesson modeling, and Check Your Understanding quizzes. The online course is accessed 24/7 through VPORT—a convenient, self-paced online course platform, is estimated to take 9–12 instructional hours to complete, and issues a certificate of completion that can be for submitted for continuing education credit. Access to the online course is available for one year from date of purchase. The online course is only available as an individual license. One individual online course license is included in the RAVE-O Proven Literacy Intervention Toolkit.

Organized into three major sections, the online course is designed as an in-depth program training—including gold-standard research, methods and materials, strategies for implementation, and integration with other phonologically based programs. The course includes links to additional resources such as the image card catalog, glossary, frequently-asked questions, and tools for observing instruction and providing feedback.

The course segments are organized in the following sections: 1. Curriculum 2. Assessment 3. Implementation

Training Outcomes 1. Examine the research from which the program was designed 2. Review the materials in the RAVE-O Toolkit and their intended use 3. Explore the unit/lesson design 4. Practice teaching a lesson using the instructional strategies 5. Review how to monitor student progress 6. Determine next steps for implementation

Observation and Reflection ToolsWalk Through and Implementation checklists are provided for coaches, mentors, peers, and outside experts to provide feedback and assistance to teachers as they implement RAVE-O. These checklists assist in ensuring successful implementation and fidelity of the product.

Ongoing Professional DevelopmentThe Sopris professional development partnership extends throughout the school year by offering continuous online supports including recorded webinars with RAVE-O content experts; case scenarios for practicing reflection questions; videos of model lessons; comprehensive assessment overviews; videos that will walk teachers through the materials in the RAVE-O kits; and a complete RAVE-O Community, which includes a RAVE-O educator forum as well as the opportunity to ask the author/researcher team questions about implementation. These opportunities ensure that educators have the ongoing tools they need to ensure maximum effectiveness of the implementation.

Ongoing Professional Development for RAVE-O can be accessed 24/7 at http://assets.soprislearning.com/raveoresources/default.htm and is available through the duration of the Adoption period.

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http://assets.soprislearning.com/raveoresources/default.htm

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Implementation ChecklistsImplementation checklists are tools that support coaches, mentors, peers, administrators, or outside experts in providing feedback to teachers and follow-up assistance to ensure program implementation is on the right track. These Implementation Checklists can be found on the following pages and also online at www.soprislearning.com/raveoresources.

RAVE-O Walk Through Checklist

Date: Teacher: Visit start time: Visit end time:

District: Campus: Unit/Lesson observed:

Directions: Use this tool to determine the quality of the implementation and to record growth over time. Beside each descriptive point, record if the statement was observed or not observed. Anecdotal notes may be added.

Observed = O Not Observed=NO

Components O or NO Notes1. QUALITY OF INSTRUCTIONEvidence of lesson preparation prior to instruction is evident.

Teacher Guide used to maintain fidelity of instruction.

Needed teacher and student materials readily available (Teacher Guide, WordWork Books, Minute Anthologies, manipulatives).

Content presented accurately.

Students are actively engaged and on-task using curriculum materials.

Manipulatives and multisensory techniques used to enhance student learning (treasure chest, starter/rime pattern cards).

Materials displayed to enhance instruction (word wall, metacognitive tips posters, word web).

2. AMOUNT OF INSTRUCTIONInstructional time maximized (no wasted time).

Pacing adheres to recommended minutes per activity (Teacher Guide).

Instruction delivered regularly based on implementation plan.

3. CLASSROOM MANAGEMENTRoom is arranged to facilitate effective instruction.

Student behavior compliant with established expectations, procedures, and routines.

Various instructional strategies used to maintain engagement: choral responses, partner work, individual practice.

4. USE OF ASSESSMENTSEnd of unit assessments administered and scored (POSSuM, RAN, Minute Stories).

Data used to inform instruction.

Instruction reflects knowledge of students’ skill mastery.

5. DIFFERENTIATIONImmediate re-teaching, reinforcement, and feedback are implemented based upon student needs.

Activities for reinforcement and re-teaching used as needed (If/Then…).

Selected Consolidation Days activities reflect knowledge of student skill mastery.

www.soprislearning.com/raveoresources

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RAVE-O: Proven Literacy Intervention Implementation Checklist for Administrators

Directions: Use this implementation checklist at least twice per school year to monitor fidelity of implementation of RAVE-O: Proven Literacy Intervention.

School Date

Name(s) Grade(s)

Rating: N = Not Implemented, P = Partially Implemented, I = Fully Implemented

Tasks Rating Evaluation NotesStaff understands how RAVE-O supports the school-wide RTI plan.

FAIR screening and diagnostic assessments, RAVE-O placement recommendations, and teacher input were used to identify students for RAVE-O instruction.

Staff participated in RAVE-O training.

Resources, including staff, space, etc., have been allocated for RAVE-O small group instruction.

Sufficient instructional time has been allocated for RAVE-O instruction (at least 20–45 minutes, two to four times per week).

Teachers are encouraged to practice teaching RAVE-O lessons to and with each other.

Tasks Rating Evaluation NotesTeachers understand the importance of actively engaging students in learning RAVE-O skills and concepts.

Teachers have access to copies of the RAVE-O Teacher Resource Guide as well as RAVE-O Online Resources, as needed to teach program with fidelity.

Teachers use Home-School Connections letters to keep families informed of student progress in RAVE-O.

RAVE-O student progress is monitored using RAVE-O assessments and instructional adjustments are made based on recommendations in the RAVE-O Teacher Resource Guide and Teacher Guides.

RAVE-O progress monitoring assessments have been compared to mid-year and end-of-year FAIR scores to evaluate how RAVE-O student progress compares to school/ district criteria.

RAVE-O teachers meet regularly with other RAVE-O teachers to discuss methods for improving fidelity of implementation.

The school/district has made a commitment to ongoing professional development and training for new and experienced RAVE-O teachers.

Documents

Implementation Guide RAVE-O FL