Reading

Content area leaders:

Deb Wiswell Linda Stimson Wendy Mattson

Goals:

1. Provide general theoretical background information

2. Highlight key points in the area of reading

3. Explain how to maximize student performance

Theoretical Information:

Based on the constructivist theory of learning

Learning takes place when students are active and engaged problem solvers

Motivation and interest are key to learning

Students learn best when new information is linked to something already known

Important to build on student strengths

Reading is part of a larger language system which

consists of reading, writing, listening and

speaking

The essence of reading is to derive meaning

from text

Reading is:

A complex process

NOT a set of discreet or isolated skills

A process that builds on prior knowledge and experience to make meaning from text

Key points:

For purposes of this assessment, texts are divided into Literary and Informational Texts

Different strategies are needed for reading each type of text

4 Learning Progressions

1. Letter/Word Identification & Vocabulary

2. Structure of Text & Story

3. Literal/Initial Understanding

4. Analysis & Interpretation

Letter/Word ID & Vocab

Phonological Awareness/Phonics

Vocabulary

Structure of Text & Story

Identify Concepts of Print

Text Organization

Conventions (Sentence Structure, Complexity, Grammar)

Initial/Literal Understanding

Identifying and Describing

Obtaining Info. for a Purpose

Organizing Info. (Summarize, Sequence, Retell, Paraphrase, etc.)

Generating Questions

Analysis & Interpretation

Connecting & Making Predictions

Knowledge of Literary Elements

Gathering & Evaluating Information

4 Learning Progressions are:

Interdependent

Overlapping

Integrated

All necessary to demonstrate the active problem solving of a successful reader

Learning Progressions

were developed using...

1. NH Curriculum Frameworks

2. NH Literacy Action Plan for the 21st Century

3. National Reading Panel Report, 2000

Learning Progressions represent:

Phonological Awareness

Phonics

Comprehension

Vocabulary

Fluent Reading

Beyond the “big five”…

Application of background knowledge

Reading for aesthetic and efferent purposes

Application of strategies for literary and information text types

“Massive opportunities” for reading

Engagement and motivation

Reading is a complex process

Reading is NOT a linear process.

Reading is the result of multiple systems working together in an integrated and flexible manner.

Therefore, skills should not be taught in isolation, but within the context of meaning and connections for students.

How to maximize student performance

Based on field trial observations,

Appropriate text level is CRITICAL!

Student accuracy level should be

90% or above.

Students should demonstrate interaction with the text

before, during and after reading.

Metacognitive Strategies are what the student thinks about

before, during and after reading.

For more information,

See chart:

Metacognition Strategies for Understanding Text

A written word-by-word transcript

of dialogue

between teacher and student

is essential

Required:

Maximizing student performance

Students should demonstrate integration of a reading process during

authentic reading (active problem solving and meaning

making) across a variety of text

Students should demonstrate a wide variety of skills and

strategies on each text read which demonstrates a breadth and depth

of reading rather than skills in isolation.

Maximize student performance

You know what your students know and can do

CAREFULLY plan your assessment so

that your student can demonstrate their knowledge and skills

Preview Learning Progressions and ask appropriate questions

before, during and after the reading so that your student can show

maximum abilities. (See chart:

Metacognition Strategies for Understanding Text)

Listening Comprehension

For this assessment, reading and listening comprehension will be defined as separate activities.

Please be cognizant of which GLE’s can be credited through listening to text rather than reading text

For more information,

See chart:

Listening Comprehension in

the Reading Learning Progressions