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Reading Horizons and the Common Core State Standards. Heidi Hyte [email protected] November 14, 2012. Objectives of Today’s Presentation:. Discuss how Reading Horizons … Correlates to the Common Core State Standards for students in grades 4 and above.

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Reading Horizons and the Common Core State Standards

Heidi Hyte

[email protected]

November 14, 2012


Objectives of today s presentation
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.


Objectives of today s presentation1
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.



“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)


What is the purpose of the standards
What Is the Purpose of the Standards? 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.”

  • To foster higher student achievement in the United States.

  • To equalize educational opportunity.


How does reading horizons correlate to the common core state standards ccss
How Does 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.”Reading Horizons Correlate to the Common Core State Standards (CCSS)?


Ccss for grades 4 5
CCSS for Grades 4-5 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.”


Ccss for grades 4 51
CCSS for Grades 4-5 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.”

  • 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.


Phonics and word recognition
Phonics and Word Recognition 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.”

  • 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


Language conventions
Language Conventions 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.”

  • Parts of speech (nouns, pronouns, etc.)

  • Sentence structure

  • Capitalization and punctuation

  • Spelling


Reading horizons and the common core
Reading Horizons 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.” 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.


Reading strategies application
Reading Strategies: Application 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.”

“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.


Foundational skills
Foundational 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.”

“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)


Teacher responsibility
Teacher Responsibility 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.”


“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)


“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)


Limitations teacher responsibility
Limitations = Teacher Responsibility room for teachers, curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed…

  • No accommodations for students below grade-level expectations are provided.


“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)


Limitations teacher responsibility1
Limitations = Teacher Responsibility define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations.”

  • 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.


“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.”


Limitations teacher responsibility2
Limitations = Teacher Responsibility do not describe all that can or should be taught.

  • 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.


  • 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.”


Objectives of today s presentation2
Objectives of Today’s Presentation: English language learners and students with special needs,

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.


What about students with special needs
What About Students with Special Needs? English language learners and 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…”


The common core for students with special needs cont
The Common Core for Students with Special Needs English language learners and 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.”


Professional development
Professional Development English language learners and students with special needs,


Professional development1
Professional Development English language learners and students with special needs,


Online workshop
Online Workshop English language learners and students with special needs,


The common core for students with special needs cont1
The Common Core for Students with Special Needs English language learners and 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.”


Research based
Research Based English language learners and students with special needs,

  • Explicit

  • Systematically Sequenced

  • Multi-sensory*

  • *Based on Orton-Gillingham principles of instruction.


Multi sensory instruction
Multi-Sensory Instruction English language learners and students with special needs,


The common core for students with special needs cont2
The Common Core for Students with Special Needs English language learners and 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.”


Delivery direct instruction and software
Delivery: Direct Instruction and Software English language learners and students with special needs,


Direct instruction
Direct Instruction English language learners and students with special needs,


Interactive computer courseware
Interactive Computer Courseware English language learners and students with special needs,

4th Grade to Adult


Resources for teaching skills in the common core
Resources for Teaching Skills in the Common Core English language learners and students with special needs,

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.


Effective instructional materials
Effective Instructional Materials English language learners and students with special needs,

  • Manual Lessons

    Effective Methodology

    Guided Practice and Review

    Reference Lessons

  • Reading Library, Reverse Listening Cards, Student Workbook, Flash Cards, and Software.


Direct instruction materials
Direct Instruction Materials English language learners and students with special needs,


Student workbook
Student Workbook English language learners and students with special needs,


Reading library student books
Reading Library English language learners and students with special needs, Student Books


Informational texts
Informational Texts English language learners and students with special needs,

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.


Objectives of today s presentation3
Objectives of Today’s Presentation: English language learners and students with special needs,

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.


What about ells
What about ELLs? English language learners and students with special needs,

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


The common core for ells
The Common Core for ELLs English language learners and students with special needs,

  • 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.


The common core for ells cont
The Common Core for ELLs English language learners and students with special needs, (cont.)

  • Deliver instruction that develops foundational skills in English and enables ELLs to participate fully in grade-level coursework.


The common core for ells cont1
The Common Core for ELLs English language learners and students with special needs, (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)


Esp database
ESP Database English language learners and students with special needs,


The common core for ells cont2
The Common Core for ELLs English language learners and students with special needs, (cont.)

  • Ongoing assessment and feedback to guide learning


Reading horizons assessments
Reading Horizons Assessments English language learners and students with special needs,

  • 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.


Materials for assessment
Materials for Assessment English language learners and students with special needs,

  • The Guided Practice and Dictation section of each lesson provides the teacher with an opportunity to informally assess each student as they spell and read each word and sentence the teacher dictates.

  • Skill Checks were designed to check for student mastery to allow students to “test out” of skills they already know.

  • Six chapter assessments are offered to assess student progress. These assessments are administered at the end of each chapter and can be effective tools to monitor progress, as well as guide instruction.


Objectives of today s presentation4
Objectives of Today’s Presentation: English language learners and students with special needs,

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.


What about adult education
What about Adult Education? English language learners and students with special needs,


Adult education
Adult Education English language learners and students with special needs,

  • “If the standards (for what a high school graduate is expected to know and be able to do to compete effectively in a 21st century economy) rise to a new level, it stands to reason that the same expectations will apply to students completing a program in adult education.”

    (www.mcgraw-hillresearchfoundation.org)


In conclusion
In Conclusion… English language learners and students with special needs,


“The Standards are intended to be a living work: as new and better evidence emerges, the Standards will be revised accordingly.”

(NGA & CCSSO, 2010)


  • See and better evidence emerges, the Standards will be revised accordingly.”Reading Horizons Common Core Correlations at www.readinghorizons.com.


Questions
Questions? and better evidence emerges, the Standards will be revised accordingly.”

[email protected]


End slide
END SLIDE and better evidence emerges, the Standards will be revised accordingly.”


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