Core Reading Instructional Materials Critical Element Analysis

Colorado Reading First

Core Reading Instructional Materials Critical Element Analysis



PURPOSE OF MATERIALS ALIGNMENT PROCESS

Assist districts/schools in: identifying core reading programs and materials to analyze in greater depth

analyzing their current instructional program (if reviewed through this process) and identifying components to supplement and/or replace

writing the narrative for Element 2 of the Colorado Reading First Grant


The instructional materials reviewed were:those submitted in response to an invitation on the CDE website; and

limited to those provided by the publishers.

No criteria other than those in the Critical Elements Analysis were considered.


The review team members represented:Regular education

CRF coachesClassroom teachers

Special education

Higher education

CRF professional developers


Factors that shaped our workService to schools

Not a recommendation Not a “state-approved list.”

Target group is all teachersNovices to the most experienced.

Descriptors of “a high-quality reading program”are drawn from the Colorado Reading First Grant Program RFP.


A High QualityReading Instruction Program

Strong research base

Addresses the five essential components of reading instruction

Sufficiently rigorous to align ultimately with CSAP expectations.


A High QualityReading Instruction Program

Coherent instructional design:Explicit, systematic, and intensive instructional strategiesCoordinated instructional sequencesSpiraling and recursive reviewMultiple practice opportunities Aligned student materials


Simmons and Kame’enuiCritical Elements Analysis

Based on the 1998 National Reading Panel Report Contains descriptors for each of the five essential components of reading

Addresses program design


Scoring Criteria“Element consistently meets/exceeds criterion”The subcommittee considered “consistently meets” to be four or more quality examples within the grade level being examined.“Element partially meets criterion”The subcommittee considered “partially” to be one to three examples within the grade level being examined.“Element does not satisfy criterion”The subcommittee considered “does not satisfy” to be poor examples or no examples within the grade level being examined.


5. Focuses on segmentation or the combination of blending and segmenting for greatest transfer. (ss) [NRP, pg. 2-41]

4. Integrates letter-sound correspondence instruction to phonological awareness. (w) [NRP, pg. 2-41]

3. Models phonemic awareness tasks and responses orally and follows with students' production of the task. (w)

2. Teaches skills explicitly and systematically (w).

1. Progresses from the easier phonemic awareness activities to the more difficult (e.g., isolation, blending, segmentation, and manipulation). (ss)

CriterionRating

Phonemic Awareness


TEACHER DIRECTIONS SCORED ASPhonics: Blending

Place the letters m, a, t together in the card stand. Point each letter, beginning with m, in a smooth motion, and model how to blend /m/ /a/ /t/, mat. Repeat, and have the children blend the word with you.

Call on individual students to blend the word.

Use the word mat in several sentences. The dog lay down on the mat. Mother told me to wipe my shoes on the mat.


TEACHER DIRECTIONS SCORED ASPhonics: Blending (continued)

Ask the students to tell you what a mat is and how it is used.

Ask several students to use the word mat in a sentence. If any students are having difficulty, provide them with more examples:

We put a mat down outside our front door.Dad rolled up the bath mat.

If necessary, explain that a mat can be a small rug, pad, or blanket. It has many uses, but is most often used as a bed for dogs or to clean or wipe off our feet.

Point to the word, mat, model how to blend /m/ /a/ /t/, mat. Repeat, and have the children blend the word with you. Ask individual students to read the word mat.


TEACHER DIRECTIONS SCORED ASComprehension Strategies:

Making Predictions

Tell the children that a prediction is a guess about what will happen next.Model. Think Aloud: When the Three Bears come back to their

house, I think they will find Goldilocks asleep in Baby Bear’s bed. I also think that they will find that she has done some other things before she fell asleep.

Ask the children what they think might happen next. What do you think the Bears might find when they come home? What do you think they might do? What do you think Goldilocks will do?Write down their predictions so that they can check their predictions after they have finished the story.


TEACHER DIRECTIONS SCORED AS Phonics: Blending

Place the letters m, a, and t together in the card stand. Tell the students that they know the sounds that these letters make.

Point to the word, mat, model how to blend /m/ /a/ /t/, mat. Repeat, and have the children blend the word with you.

Have individual students blend the word mat.

Use the word mat in several sentences and help the children understand its meaning.


TEACHER DIRECTIONS SCORED AS Comprehension Strategies: Predictions

Ask the children what they think might happen next in the story. What things helped you make that prediction?

Accept all reasonable responses.

After reading, call on individuals to retell the story and predict how Goldilocks will behave from now on.


TEACHER DIRECTIONS SCORED AS

Phonics: BlendingWrite the words man, map, pan, Pam, and nap on the board. Ask the students what these words have in common. (They all have /m/, /n/, /p/, and the medial /ă/ sound.)

Using their knowledge of letter-sound correspondence, have the students sound out the words.

Write additional /ă/ words if students need extra practice.


TEACHER DIRECTIONS SCORED AS

Comprehension Strategies

Credit was given if a skill was taught.

A meant that the reviewers could not find evidence of that skill.


Core Reading Instructional Materials Analysis Report

Core Reading Instructional Materials Alignment Purpose and Process

Core Reading Instructional Materials Alignment Summary

Core Reading Instructional Materials Alignment for each Reading Program(one set per district)


Calculation of ScoresPercentage of scores at

Tallied at end of each sectionTallied at end of each grade Overall Summary

Summary by Program (Weighted)= 2 points= 1 point= 0 points


Weighted ScoresSummary by Program (Weighted)

= 2 points= 1 point= 0 points

Reading Comprehension Instruction (7) 71% 29% ___ 5 at 2 points = 102 at 1 point = 212 divided by 14 (Total possible) = 86%


Colorado Reading First Element 2

Describe how the research-based core reading program was selected and how it meets CRF core reading program criteria.

Describe how the researched-based core reading program will be implemented within a 90 minute block of reading instruction for a majority of K-3 students.Describe how the research-based core reading program will be aligned with the Colorado Reading Content Standards, K-3 CBLA proficiencies and Reading CSAP for third grade.

Describe how the research-based core reading program will be implemented without layering selected programs on top of non- research-based programs already in use.


The RFP does not mention the Critical Elements Analysis!

The analysis is a STARTING The analysis is a STARTING POINT, not a decision or POINT, not a decision or ending pointending point..


Our analysis is a snapshot


Your analysis will be deep and specific to your needs


Next StepsLook over the core program analyses.Visit the vendor displays in the hall.Request that review copies of the programs be sent to your schools.Conduct your own analyses of the programs to determine which will best meet your needs.Obtain specific information from publishers about core materials and ongoing implementation support.


What questions do you have?

Documents

Core Reading Instructional Materials Critical Element Analysis