Reading Horizons and the Common Core State Standards

1. Reading Horizons and the Common Core State Standards Heidi Hyte heidi@readinghorizons.com November 14, 2012

2. Objectives of Today’s Presentation: Discuss how Reading Horizons… • Correlates to the Common Core State Standards for students in grades 4 and above. • Fulfills needs for students who have special needs. • Addresses needs of English Language Learners. • Meets requirements for students in Adult Education settings.

3. Objectives of Today’s Presentation: Discuss how Reading Horizons… • Correlates to the Common Core State Standards for students in grades 4 and above. • Fulfills needs for students who have special needs. • Addresses needs of English Language Learners. • Meets requirements for students in Adult Education settings.

4. What Are the Common Core State Standards?

5. “Common Core Standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs.” (NGA & CCSSO, 2010)

6. What Is the Purpose of the Standards? • To foster higher student achievement in the United States. • To equalize educational opportunity.

7. How Does Reading Horizons Correlate to the Common Core State Standards (CCSS)?

8. CCSS for Grades 4-5

9. CCSS for Grades 4-5 • Know and apply grade-level phonics and word analysis skills in decoding words. • Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

10. Phonics and Word Recognition • Letter-sound and spelling-sound correspondences • Long and short vowel spellings (including final e and vowel teams) • Grade-appropriate irregularly spelled words • Decode multi-syllabic words • Break words into syllables • Prefixes and suffixes

11. Language Conventions • Parts of speech (nouns, pronouns, etc.) • Sentence structure • Capitalization and punctuation • Spelling

12. Reading Horizons and the Common Core The Reading Horizons methodology teaches the complete range of foundational skills outlined in the CCSS. These skills are taught in a progression that allows students to succeed in decoding with automaticity and fluency, building the foundation that is necessary for students to independently read and comprehend grade level text as it is defined in the CCSS.

13. Reading Strategies: Application “Jabberwocky” By Lewis Carroll (from Through the Looking-Glass and What Alice Found There, 1872) `Twasbrillig, and the slithytoves  Did gyre and gimble in the wabe:All mimsy were the borogoves,  And the momerathsoutgrabe.

14. Foundational Skills “These foundational skills…are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines.” (NGA & CCSSO, 2010)

15. Teacher Responsibility

16. “Standards do not tell teachers how to teach, but they do help teachers figure out the knowledge and skills their students should have so that teachers can build the best lessons and environments for their classrooms.” (NGA & CCSSO, 2010)

17. “By emphasizing required achievements, the Standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed…Teachersare thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.” (NGA & CCSSO, 2010)

18. Limitations = Teacher Responsibility • No accommodations for students below grade-level expectations are provided.

19. “The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations.” (NGA & CCSSO, 2010)

20. Limitations = Teacher Responsibility • No accommodations for students below grade-level expectations. • The Standards do not describe all that can or should be taught. This is left to the discretion of the teachers and curriculum developers.

21. “While the Standards focus on what is most essential, they do not describe all that can or should be taught. A great deal is left to the discretion of teachers and curriculum developers. The aim of the Standards is to articulate the fundamentals, not to set out an exhaustive list or a set of restrictions that limits what can be taught beyond what is specified herein.”

22. Limitations = Teacher Responsibility • No accommodations for students below grade-level expectations. • Standards do not describe all that can or should be taught; left to the discretion of the teachers and curriculum developers. • Permit appropriate accommodations for students with special needs and English Language Learners.

23. Without defining the full range of supports appropriate for English language learners and students with special needs, permit appropriate accommodations to ensure maximum participation to provide “the opportunity to learn and meet the same high standards necessary in their post-high school lives.”

24. Objectives of Today’s Presentation: Discuss how Reading Horizons… • Correlatesto the Common Core State Standards for students in grades 4 and above. • Fulfills needs for students who have special needs. • Addresses needs of English Language Learners. • Meets requirements for students in Adult Education settings.

25. What About Students with Special Needs? “In order for students with disabilities to meet high academic standards and to fully demonstrate their conceptual and procedural knowledge and skills in mathematics, reading, writing, speaking and listening (English language arts), their instruction must incorporate supports and accommodations, including…”

26. The Common Core for Students with Special Needs (cont.) • “…Teachers and specialized instructional support personnel who are prepared and qualified to deliver high-quality, evidence-based, individualized instruction and support services.”

27. Professional Development

28. Professional Development

29. Online Workshop

30. The Common Core for Students with Special Needs (cont.) • “Instructional supports for learning…which foster student engagement by presenting information in multiple ways and allowing for diverse avenues of action and expression.”

31. Research Based • Explicit • Systematically Sequenced • Multi-sensory* • *Based on Orton-Gillingham principles of instruction.

32. Multi-Sensory Instruction

33. The Common Core for Students with Special Needs (cont.) • “Instructional accommodations (Thompson, Morse, Sharpe & Hall, 2005) ―changes in materials or procedures― which do not change the standards but allow students to learn within the framework of the Common Core.”

34. Delivery: Direct Instruction and Software

35. Direct Instruction

36. Interactive Computer Courseware 4th Grade to Adult

37. Resources for Teaching Skills in the Common Core The Reading Horizons program provides clear, concise, and effective tools that teachers can rely on to explicitly teach the foundational skills that are required for each student to become proficient in reading.

38. Effective Instructional Materials • Manual Lessons Effective Methodology Guided Practice and Review Reference Lessons • Reading Library, Reverse Listening Cards, Student Workbook, Flash Cards, and Software.

39. Direct Instruction Materials

40. Student Workbook

41. Reading Library Student Books

42. Informational Texts Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework (2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.

43. Objectives of Today’s Presentation: Discuss how Reading Horizons… • Correlates to the Common Core State Standards for students in grades 4 and above. • Fulfills needs for students who have special needs. • Addresses needs of English Language Learners. • Meets requirements for students in Adult Education settings.

44. What about ELLs? “Teachers must build on [ELLs’] enormous reservoir of talent and provide those students who need it with additional time and appropriate instructional support.”

45. The Common Core for ELLs • Teachers and personnel at the school and district levels need to be well-prepared and qualified to support ELLs while taking advantage of the many strengths and skills they bring to the classroom.

46. The Common Core for ELLs (cont.) • Deliver instruction that develops foundational skills in English and enables ELLs to participate fully in grade-level coursework.

47. The Common Core for ELLs (cont.) • Provide coursework that prepares ELLs for postsecondary education or the workplace, yet is made comprehensible for students learning content in a second language (through specific pedagogical techniques and additional resources)

48. ESP Database

49. The Common Core for ELLs (cont.) • Ongoing assessment and feedback to guide learning

50. Reading Horizons Assessments • Software assessments include: • Word Recognition • Most Common Words • Word Segmentation • Comprehension measures for each reading passage • Chapter Tests • Each assessment provides the teacher with clear and useful information to monitor the progress of each student, as well as the whole class.