Grades K-3: A Critical Elements Analysis A Consumer’s Guide to...

Revised 3/1/03 Magnet board with WW Phonics book (can be used to start words with a consonant blend such as ph and then create new words by adding letters or

you can take single letters like c-a-t and then practice blending them)

Institute for the Development of Educational AchievementCollege of Education, University of Oregon

A Consumer’s Guide to Evaluating a Core Reading ProgramGrades K-3: A Critical Elements Analysis

March 2003Deborah C. Simmons, Ph. D.Edward J. Kame’enui, Ph. D.

The selection and adoption of an effective, research-basedcore reading program in the primary grades is a critical step in thedevelopment of an effective schoolwide reading initiative. Theinvestment in identifying a core program that aligns with researchand fits the needs of learners in your school will reap long-termbenefits for children's reading acquisition and development.

A critical review of reading programs requires objective andin-depth analysis. For these reasons, we offer the followingrecommendations and procedures for analyzing critical elements ofprograms. First, we address questions regarding the importance andprocess of a core program. Following, we specify the criteria forprogram evaluation organized by grade level and readingdimensions. Further, we offer guidelines regarding instructionaltime, differentiated instruction, and assessment. We trust you willfind these guidelines useful and usable in this significantprofessional process.

1. What is a core reading program?

A core reading program is the primary instructional tool thatteachers use to teach children to learn to read and ensure they reachreading levels that meet or exceed grade-level standards. A coreprogram should address the instructional needs of the majority ofstudents in a respective school or district.

Historically, core-reading programs have been referred to asbasal reading programs in that they serve as the "base" for readinginstruction. Adoption of a core does not imply that other materialsand strategies are not used to provide a rich, comprehensiveprogram of instruction. The core program, however, should serve asthe primary reading program for the school and the expectation isthat all teachers within and between the primary grades will use thecore program as the base of reading instruction. Such programs mayor may not be commercial textbook series.

2. Why adopt a core reading program?

In a recent document entitled "Teaching Reading is RocketScience," Louisa Moats (1999) revealed and articulated the

Critical Elements Analysis 2

complexities of carefully designed and implemented readinginstruction. Teaching reading is far more complex than mostprofessionals and laypersons realize. The demands of thephonologic, alphabetic, semantic, and syntactic systems of writtenlanguage require a careful schedule and sequence of prioritizedobjectives, explicit strategies, and scaffolds that support students’initial learning and transfer of knowledge and skills to othercontexts. The requirements of curriculum construction andinstructional design that effectively move children through the"learning to read" stage to the "reading to learn" stage are simplytoo important to leave to the judgment of individuals. The better thecore addresses instructional priorities, the less teachers will need tosupplement and modify instruction for the majority of learners.

3. What process should be used to select a core readingprogram?

Ideally, every teacher involved in reading instruction wouldbe involved in the review and selection of the core readingprogram. Realistically, a grade-level representative may beresponsible for the initial review and reduce the "possible" optionsto a reasonable number. At minimum, we recommend that grade-

level representatives use the criteria that follow and then sharethose findings with grade-level teams.

Schools often ask whether the adoption should be K-6 orwhether a K-3/4-6 adoption is advisable. Ideally, there would beconsensus across grades K-6; however, it is imperative to givepriority to how children are taught to learn to read. Therefore,kindergarten and first grades are critical grades and should beweighted heavily in adoption decisions. This may entail a differentadoption for grades 4-6.

4. What criteria should be used to select a core readingprogram?

A converging body of scientific evidence is available andaccessible to guide the development of primary-grade readingprograms. We know from research the critical skills and strategiesthat children must acquire in order to become successful readers bygrade 3 (National Reading Panel, 2000, National Research Council,1998; NICHD, 1996, Simmons & Kameenui, 1998). Following, wespecify criteria for reviewing critical elements of reading organizedby grade.


Stage I: Is There Trustworthy Evidence of Program Efficacy?

Prior scientific studies of program efficacy should be a first-level criterion to identify the pool of possible core programs. Yourreview of programs should answer the following questions:

_____ 1. Does the program have evidence of efficacy establishedthrough carefully designed experimental studies?

__X___ 2. Does the program reflect current and confirmed researchin reading?

_____ 3. Does the program provide explicit, systematic instructionin the primary grades (K-3) in the following dimensions:

• phonemic awareness (grades K-1)• phonics/decoding• vocabulary• comprehension (listening and reading)

_____ 4. Was the program tested in schools and classrooms withsimilar demographic and learner profiles as your school?

If the answers to questions 1-4 are yes, you have evidence toindicate that if adopted and implemented faithfully, there is highprobability the program will be effective.

If you can narrow your selection to programs withtrustworthy evidence, proceed to Stage II for more comprehensiveanalysis.

Your review of programs may yield those that lack priorevidence of efficacy but that have components based on research.A lack of program efficacy should not exclude a program fromconsideration. Your analysis of critical elements, however, assumesgreater importance.

A new generation of reading programs is currently findingits way into the market place; a generation of programs that holdsgreat promise yet lack evidence of efficacy. New programs often donot have adequate levels of evidence because large-scale,longitudinal evidence is costly and difficult to obtain. If programslack established program efficacy, evaluate the program carefullyand thoroughly according to following elements described in thisguide.


Stage II: A Consumer's Guide to Selecting a Core Program:A Critical Elements Analysis

A key assumption of a core program is that it will (a)address all grade-level standards and (b) ensure that high prioritystandards are taught in sufficient depth, breadth, and quality that alllearners will achieve or exceed expected levels of proficiency. Allstandards are not equally important. Our critical elements analysisfocuses on those skills and strategies essential for early reading.

General Review Process

1. Scope of Review and Prioritization of ItemsReview each critical element for each grade. Items within

each critical element have been prioritized as either High Priorityor Discretionary. High Priority items are considered essential to thereview. Discretionary items should be reviewed but do not carry asmuch weight in the overall analysis.

2. Type of Review and Sampling Procedure

To gain a representative sample of the program, werecommend the following strategies:

(a)Within lesson procedure (W) involves identifying the firstday (lesson) in which a critical skill (e.g., letter soundcorrespondence, word reading) is introduced and followingthat skill over a sequence of 2-3 days. Then, repeating theprocess to document evidence at two other points in time(e.g., middle/end of program).

(b) Scope and sequence procedure (SS) involves using thescope and sequence to identify the initial instruction on askill and analyze how instruction progresses over time.Document progression in the evidence columns.

(c) Skills trace procedure (ST) will be used for selected skills.(See attached description of the procedure.)

3. Documenting EvidenceOn the review forms there is space to document specific

information. Example information may include lesson number,particular skill/strategy introduced, etc.

4. Calculating Scores and Summarizing FindingsCriteria are calculated at the Critical Element level by grade

and across Critical Elements by grade level. At the end of eachcritical element, tally the number of consistently, partially, and doesnot satisfy criterion scores. At the end of the analysis, summarizeyour tallies by High Priority and Discretionary items.

5. Grade Level Design Features AnalysisAt the end of each grade, there are 4-6 overarching items to

assess the design, coherence, and systematic nature of instructionacross lessons in the program. These items are intended to provide abig picture analysis.


Use the following criteria for each critical element:

= Element consistently meets/exceeds criterion.

= Element partially meets/exceeds criterion.

= Element does not satisfy criterion.

When evaluating individual elements, slash ( / ) the respective circle that representsyour rating (e.g., ).

Type of Review

1. (w) = Within a sequence of lessons. A specified element is best analyzed by reviewing aparticular lesson or a series of 2-3 successive lessons.

2. (ss) = Scope and sequence. A specified element is best analyzed by reviewing theprogram’s scope and sequence.

3. (st) = Skills trace. A specified element is best analyzed by completing a skills trace over aseries of 10 consecutive lessions.

CLASSIFICATION OF PROGRAM Critical Elements Analysis 6

Program Name: ReadingLine (Supplemental Program) Date of Publication: 2003

Publisher: Scholastic Reviewer Code:

1. N/A The program meets the following criteria for acomprehensive/core program and will beevaluated using the Consumer’s Guide.

Includes comprehensive materialsfor grades K-3.

Provides instruction in each of thecritical elements.

phonemic awareness

phonics

fluency

vocabulary

comprehension

2. N/A The program does not meet the followingcriteria for a comprehensive/core program andwill be evaluated using the Consumer’s Guide(select all that apply).

Includes comprehensive materialsfor grades K-3.

Provides instruction in each of thecritical elements.

phonemic awareness

phonics

fluency

vocabulary

comprehension

3. YES The program meets criteria for a supplementalor intervention program and will be reviewedfor that purpose.

X Provides targeted instruction onspecific skill (select all that apply).

X phonemic awareness

X phonics

X fluency

X vocabulary

X comprehension

Pre K—Grade One Specify for whichGrade/Age the program isappropriate.

Reviewer Code/Name: KINDERGARTEN Critical Elements Analysis 7

Phonemic Awareness is the ability to hear and manipulate the sound structure of language. It is a strong predictor of reading success.Phonemic awareness is an auditory skill and consists of multiple components.

High Priority Items — Phonemic Awareness InstructionEvidence

Rating CriterionInitial Instruction Week _________ Week _______

1. Progresses from the easier phonemicawareness activities to the more difficult(e.g., isolation, blending, segmentation, andmanipulation). (ss)

ReadingLine PhonemicAwareness Skills include allof those recommended in Put

Reading First: SoundIsolation, Oral Blending, Oral

Segmentation, PhonemicManipulation, Rhyme, and

Sound Awareness.

Sound and Letter Kit andPhonics Kit

Days 1 and 4 includePhonological Awarenessactivities. Day 4 often

features a more sophisticatedskill in addition to a review

of several sounds.

2. Teaches skills explicitly andsystematically (w).

All of the RL kits featureexplicit phonemic awareness

instruction. A scope andsequence is provided, but theprogram can be used flexibly

to reinforce the scope andsequence that the teacher

might already use.

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

Skills are taught directly withteacher modeling andexemplars. The RLphonemic awareness

activities are designed for usein a small group, givingmany opportunities for

learners to practice.

Pg. 36 Read a Rhyme activity

Pg. 48 Clap the Story activity


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

Sound/Letter relationshipsare taught together in RL.

After sounds are introduced,children then learn about thespelling that represents the

sound.

Pgs. 36-37 Warm-Up/Motivation -introduces

the sound. Phonics- includeswrite the letter activity. The

Activity Book reinforces bothsound awareness and letter

knowledge.

5. Focuses on segmentation or thecombination of blending and segmenting forgreatest transfer. (ss) [NRP, pg. 2-41]

Blending and segmenting thephonemes in words are thetwo skills most frequently

targeted.

Sound and Letter Kit-Book 3pg. 36-Phonological

Awareness

Kindergarten Phonemic Awareness Instruction — High Priority

Tally the number of elements with each rating. ____5__ __0____ ___0_


Discretionary Items — Phonemic Awareness InstructionRating Criterion

1. Focuses beginning instruction on the phonemic level of phonological units with short words (two to three phonemes; e.g., at, mud, run).

See Day 1 Phonological Awareness activities for each lesson in the Phonics Kit

2. Makes students' cognitive manipulations of sounds overt by using auditory cues or manipulatives that signal the movement of one soundto the next.

Phonological Awareness Cards are used to foster recognition of beginning sounds, ending sounds, rhyme, and other forms of phonologicalawareness (visual learners). Movements are incorporated into a number of lessons to meet the Kinesthetic learner’s needs. There are also anumber of auditory cues including rhymes, songs, and fingerplays that help learners distinguish and recognize sounds. Also, see WordBuilding Kit.

3. Focuses first on the initial sound (sat), then on the final sound (sat), and lastly on the medial sound (sat) in words.

4. Provides brief instructional sessions. (Significant gains in phonemic awareness are often made in 15 to 20 minutes of daily instruction andpractice over a period of 9 to 12 weeks.) [NRP 5-15 hrs total, pg. 2-41]

Each lesson is broken down into a number of skill areas. The teacher has control over how much time is spent in each area depending on the classschedule and the needs of the children. The lessons are designed to cover the skill thoroughly while maintaining the attention of young learners.

Kindergarten Phonemic Awareness Instruction — Discretionary

Tally the number of elements with each rating. ___3___ ___1 _ __0_ _


Phonics is the ability to recognize words accurately, fluently, and independently is fundamental to reading in an alphabetic writing system.For kindergarten students, critical skills include learning to associate sounds with letters, using those associations to decode and read simplewords, and learning to recognize important nondecodable words. [NRP, pg. 2-41; pg. 2-93]

High Priority Items — Letter-Sound Association InstructionEvidence

Rating CriterionInitial Instruction Week ______ Week ______

1. Introduces high-utility letter soundinstruction early in the sequence (e.g., /m/, /s/,/a/, /r/, /t/) instead of low-utility letter sounds(e.g., /x/, /y/, /z/). (ss)

The RL alphabet scope andsequence is flexible so that itcan be used to reinforce thescope and sequence already

being used by the teacher. ThePhonics Kit uses a scope and

sequence that reflects utility orcontinuous sounds.

Scope and Sequence pg. 7 inTeaching Guides

2. Explicitly models the sound of letter priorto student practice and assessment. (w) Skills are taught directly with

teacher modeling andexemplars prior to studentpractice and assessment.

How the Program Works Pgs.10-15 in all three Teaching

Guides

3. Incorporates frequent and cumulativereview of taught letter sounds to automaticity.(st)

Sequential lesson plans focuson mastering the key skills and

concepts. The three kits areintegrated so that they build onconcepts previously taught and

reinforce previously learnedskills. Phonics Kit books help

with continued practice inletter sounds.

Day 4 Phonological Awarenessactivity (Sound/Letter Kit) often

provides opportunities forreview, as does the Learning

Center activity.

Day 4 (Phonics Kit) alsoprovides multiple opportunities

to review letter sounds

.

Kindergarten Letter-Sound Association Instruction — High Priority

Tally the number of elements with each rating. ___3___ __0____ ___0___


Discretionary Items — Letter-Sound Association InstructionRating Criterion

5 Sequences the introduction of letter sounds in ways that minimize confusion (e.g., sequence /p/, /b/, /v/; /e/, /i/).

The RL alphabet scope and sequence is flexible so that it can be used to reinforce what is already being taught in individualclassrooms.

1 Includes a few short vowels early in the sequence so that students can use letter-sound knowledge to segment and blend words.

Scope and Sequence pg. 7 Phonics Kit

The Phonics Kit uses a scope and sequence that reflects recommended criteria and that allows children to read words (by blendingsound spellings together to read decodable words) as soon as possible.

Kindergarten Letter-Sound Association Instruction — Discretionary

Tally the number of elements with each rating._ 2____ __0___ ___0___


High Priority Items — Decoding InstructionEvidence

Rating CriterionInitial Instruction Week ________ Week ______

1. Provides explicit strategy forblending words. (w) [NRP, pg. 2-96]

Blending skills are taughtdirectly and formally with anexplicit routine that includes

teacher modeling andexemplars.

2. Provides multiple opportunitieswithin lessons for students to blendand read words. (w)

RL is based on books that areat least 75% decodable

(Phonics Kit). This offerssignificant opportunity for

practice with connected text.

See How the Program WorksPgs. 10-15 for breakdown ofskill areas and opportunitiesfor practice of blending andreading words within one

lesson

3. Provides sufficient guided practicein decodable word lists and short,controlled connected text. (w) and (ss)

Little Books are essentiallytrade books with controlledvocabulary. The lessons

revolve around the books sothat there is sufficient guided

practice with decodablewords before reading the

short texts. RL is based onbooks that are at least 75%decodable (Phonics Kit).This offers significant

opportunity for practice withconnected text.

Scope and Sequence pg. 7 ofPhonics Kit and Vocabulary

Kit

4. Introduces regular word types (CVor CVC) first in the sequence. (ss) The Phonics Kit uses a scope

and sequence that reflectsrecommended criteria such asutility or continuous sounds.

Phonics Kit Scope andSequence pg. 7


5. Introduces regular words for whichstudents know all letter sounds. (ss)

After individual letters aretaught in conjunction with

their sounds then the childrenlearn about the spelling thatrepresents those sounds, thatis proceeded by instruction in

letter formation and byblending sound-spellings

together to read decodablewords.

Kindergarten Decoding Instruction — High Priority

Tally the number of elements with each rating. ___5___ _0_____ __0____


High Priority Items — Irregular Words InstructionEvidence

Rating CriterionInitial Instruction Week _______ Week _______

1. Introduces words of high utility (e.g., I,have, etc.) with ample practice forautomaticity. (w) and (st)

The sight words (from establishedlist of high frequency words, the

top 25 sight words forkindergartners) are introduced andreviewed throughout the PhonicsKit and the Vocabulary Kit. A

specific sight word routine is partof every lesson as well as review ofsight words later in the week, andfollow up practice activities in the

Vocabulary Activity Book. Anaudio CD of each book providesfurther practice in reading and

recognizing those words.

Sight words listed on Scopeand Sequence page in

Vocabulary Kit, pg. 7, alsoon pg. 7 of Phonics Kit

Kindergarten Irregular Words Instruction — High Priority

Tally the number of elements with each rating. _____1_ ____0__ ___0__

Discretionary Items — Irregular Words InstructionRating Criterion

1. Limits # of words introduced within a lesson.

One to two new sight words are introduced within a lesson.

2. Separates highly similar words (e.g., was/saw).

Scope and Sequence pg. 7

Kindergarten Irregular Words Instruction — Discretionary

Tally the number of elements with each rating.__2____ __0__ __ 0____


Vocabulary refers to the words we must know to communicate effectively. In general, vocabulary can be described as oral vocabulary orreading vocabulary. Oral vocabulary refers to words that we use in speaking or recognize in listening. Reading vocabulary refers to words werecognize or use in print.

High Priority Items —Vocabulary InstructionEvidence

Rating CriterionInitial Instruction Week _______ Week ______

1. Provides direct instruction of specificconcepts and vocabulary. (w)

Each day vocabulary andconcepts are taught in a very

direct way. Targeted orallanguage lessons focus on awide range of concepts andwords. Simple vocabulary,

which highly corresponds tothe pictures in the books, is

featured in each lesson.

How the Program works onpgs.10-15 of Vocabulary Kit

2. Provides repeated and multipleexposures to critical vocabulary. (w) and(st)

Children have repeatedexposure to the targeted

vocabulary. They encounterthe same reading vocabulary(sight words and decodable

words) over and over as theyread the little books. OralLanguage cards improve

knowledge of content relatedvocabulary as well.

How the Program works Pgs.10-15

3. Integrates words into sentences andasks students to tell the meaning of theword in the sentence and to use it in avariety of contexts. (w)

Children have theopportunity to work with thevocabulary in many contexts.

The sight words arepresented (Sight Word Cards)

and then reviewed insubsequent books so

How the Program works Pgs10-15

Vocabulary Kit Activity Book

Take Home Book (copies ofthe books and sentence strips)


children receive multipleexposures. The oral language

vocabulary is used indifferent contexts throughoutthe weekly lesson plan. The

vocabulary is taught inmeaning based groups so thatchildren can relate the similar

words.

Kindergarten Vocabulary Instruction— High Priority

Tally the number of elements with each rating. ___3___ _0_____ __0__

Discretionary Items — Vocabulary InstructionRating Criterion

1. Reviews previously introduced words cumulatively.

Students encounter the same reading vocabulary (sight words and decodable words) over and over as they read the little books. The sightwords are presented (Sight Word Cards) and then reviewed in subsequent books so that children receive multiple exposures.

Day 4 includes a review of words through skill building in addition to practice with the new words.

2. Provides opportunity for daily listening, speaking, and language experience.

Each day of the lesson incorporates a variety of skill practice sessions that include opportunities for listening, speaking, and languageexperiences.

3. Incorporates exposure to a broad and diverse vocabulary through listening to a wide range of stories and informational texts.

A wide variety of texts (book genre is noted at the top of each lesson) are included in RL that ensure exposure to a broad and diversevocabulary on topics ranging from colors and shapes to occupations and action words.

Kindergarten Vocabulary Instruction— Discretionary

Tally the number of elements with each rating. _2____ ___1___ _0_____


Listening Comprehension: The ability to listen to stories, answer questions, sequence events, learn new vocabulary, and retellinformation heard are the foundation of reading comprehension. Because many kindergarten children cannot yet read stories, it is imperativethat they have frequent and rich opportunities to listen to and discuss stories and informational text that will extend their currentunderstandings and vocabulary knowledge. [ NRP, pg. 2-97]

High Priority Items — Listening ComprehensionEvidence


1. Models and systematically reviewscritical comprehension strategies. (st)[NRP, pg. 4-126; pp 4-100]

• Literal comprehension

• Retelling

ReadingLine comprehensionfocuses on both understandingthe text and understanding the

concepts and contentintroduced in the text.

Discussion takes place before,during, and after to ensurecomprehension success.

Comprehension strategies aremodeled through graphicorganizers and buildingbackground discussions.Comprehension building

strategies are also included inthe Oral Language lessons.

How the program works--Day 2 includes a

comprehension check afterreading

Day 5 is Wrap up day witha number of

comprehension activities

2. Models and guides the students throughstory structure (e.g., setting __________),thinking out loud as the elements arebeing identified. (w) [NRP, pg. 4-100]

Prior to reading the book,children build background.

They ask and answer questionsabout the topic and often set a

purpose. Comprehensionquestions focus on recognizingstory structure and other storyelements. Local Track lesson

plans offer research-based earlyreading instruction for teachers

in a comprehensive way.

How the program worksPgs 10-15


High Priority Items — Listening Comprehension

3. Strategically selects and reinforcescritical vocabulary during story reading(connects with background knowledgeand examples). (w) and (ss)

The Vocabulary Kit lessonsrevolve around concepts foundin the book. The vocabulary isderived from these concepts.Before reading the teacher

works with students to buildbackground knowledge,

preview the story, and makepredictions so connections canbegin to form for the students.Discussion and monitoring of

comprehension occurthroughout the reading of thestory as well, with attention to

concept related vocabulary.

How the program workspgs.10-15

4. Provides plentiful opportunities tolisten to and explore narrative andexpository text forms and to engage ininteractive discussion of the messages andmeanings of the text. (ss) [NRP, pp 4-109]

Before, during, and afterreading activities allow forexploration of the variety of

texts that are included in the RLkits. Teacher chorally reads thebooks with the students as part

of the Reading Routine.However, other opportunitiesexist such as during fluency

activities, to listen to theteacher read as modeling takes

place.

How the program worksPgs. 10-15

Kindergarten Listening Comprehension — High Priority

Tally the number of elements with each rating. ___2___ _____2_ ____0_


Discretionary Items — Listening ComprehensionRating Criterion

1. Focuses on only a few important elements and introduces additional elements when the students can reliably identify thosepreviously taught. [NRP, pg. 4-100]

Each lesson focuses on a few skills appropriate to the book. These skills are built on as they move through the kit. See How theProgram Works Pgs 10-15 and Scope and sequence pg. 7.

1. Models multiple examples and provides extensive guided practice in listening-comprehension strategies. [NRP, pg. 4-107]3. Inserts questions at strategic intervals to reduce the memory load for learners when introducing strategies in stories. (For

example, have students retell the important events after each page rather than wait for the end of the story.) [NRP, pg. 4-110; pg.4-111]

Day 2 Comprehension Check allows the teacher to ask questions as the children read.

Kindergarten Listening Comprehension — Discretionary

Tally the number of elements with each rating. _0_____ __3____ ___0___


Summary of Kindergarten Ratings

High Priority Items Discretionary Items

Phonemic Awareness Instruction (5) 5____ __0__ _0___ Phonemic Awareness Instruction (4) _3___ __1__ _0___

Letter-Sound Association Instruction (3) _3___ __0__ _0_ _ Letter-Sound Association Instruction (2) _2___ __0__ _0___

Decoding Instruction (5) _5___ __0__ _0___ Decoding Instruction (0) ___0_ _0___ _0__

Irregular Words Instruction (1) _1___ __0__ _0___ Irregular Words Instruction (2) _2___ __0__ _0__

Vocabulary Instruction (3) _3___ _0___ _0___ Vocabulary Instruction (3) _2___ _1___ _0___

Listening Comprehension Instruction (4) _2___ _2___ _0__ Listening Comprehension Instruction (3) __0__ _3___ _0___

Kindergarten High Priority Totals __17__ _0___ _0___ Kindergarten Discretionary Totals __10__ _1___ _0___

Kindergarten Design Features1. Coordinates and integrates phonemic awareness and phonics instruction and student materials.

2. Provides ample practice on high-priority skills.3. Provides explicit and systematic instruction.

4. Includes systematic and cumulative review of high priority skills.

5. Demonstrates and builds relationships between fundamental skills leading to higher order skills.


SUMMARY

Evidence of Sufficient Instructional Quality (specify elements) Evidence of Insufficient Instructional Quality (specify elements)


Additional Comments

Reviewer Code/Name: FIRST GRADE Critical Elements Analysis 23

Phonemic Awareness is the ability to hear and manipulate the sound structure of language. It is a strong predictor of reading success.Phonemic awareness is an auditory skill and consists of multiple components.

High Priority Items — Phonemic Awareness InstructionEvidence


1. Allocates appropriate amount of dailytime to blending, segmenting, andmanipulating tasks until proficient. (w)[NRP, pg. 2-41]

Blending and segmenting thephonemes in words are the twoskills most frequently targeted.The Phonological Awareness

component in each lessonteaches these skills in addition

to phonemic manipulation.The teacher has control overhow much time is spent ineach area depending on the

class schedule and the needs ofthe children. The lessons are

designed to cover the skillthoroughly throughout theweek until the students are

proficient.

Phonics Kit, TE pg. 28

Day 1 and 4 - specific PhonologicalAwareness component and Day 2 /3

incorporate phonemic awarenessskills as children decode the book..

2. Incorporates letters into phonemicawareness activities. (w) [NRP, pg. 2-41] Sound/Letter relationships are

taught together in RL. Aftersounds are introduced childrenthen learn about the spelling

that represents the sound.

Phonics Kit pg. 28-29 introducesfirst the sound then connects it tospelling Pg. 29 see Introduce the

Cluster and Introduce thePhonogram activities.

The Activity Book reinforcessound/letter knowledge.

First Grade Phonemic Awareness Instruction — High Priority

Tally the number of elements with each rating. _____2_ ___0___ 0______


Discretionary Items — Phonemic Awareness InstructionRating Criterion

1Analyzes words at the phoneme level (i.e., working with individual sounds within words).RL phonemic awareness skills include, but are not limited to phoneme identity, categorization, deletion, addition, and substitution.2. Works with phonemes in all position in words (initial, final, medial).A variety of strategies are employed in each lesson to teach phonemic awareness, for example the use of an Elkonin Box (soundbox) to separate and blend the individual sounds of a word. (Book 4, pg. 48 –Phonological Awareness in the Phonics Kit)3. Progresses from identifying or distinguishing the positions of sounds in words to producing the sound and adding, deleting, and

changing selected sounds.RL phonemic awareness skills include all of those recommended in Put Reading First. There is a scope and sequence for each kitin which skills build upon previously taught skills.4. Works with increasingly longer words (three to four phonemes).RL focuses on blending two and three phoneme words.5Expands beyond consonant-vowel-consonant words (e.g., sun) to more complex phonemic structures (consonant blends).

First Grade Phonemic Awareness Instruction — Discretionary

Tally the number of elements with each rating. ___3___ ___1___ ___1___


High Priority Items — Phonics InstructionEvidence


1. Progresses systematically from simpleword types (e.g., consonant-vowel-consonant)and word lengths (e.g., number of phonemes)and word complexity (e.g., phonemes in theword, position of blends, stop sounds) to morecomplex words. (ss) [NRP, pg. 2-132]

RL Phonics Kit focuses on CVCwords which are introduced in a

systematic progression.

Scope and Sequence, Pg.7 in each Teaching Guide

2. Models instruction at each of thefundamental stages (e.g., letter-soundcorrespondences, blending, reading wholewords). (w) and (ss)

RL kits offer systematic andexplicit instruction in sound-letter relationships and early

decoding which includes teachermodeling and exemplars.

Phonics lesson Days 1and4

3. Provides teacher-guided practice incontrolled word lists and connected text inwhich students can apply their newly learnedskills successfully. (w)

The Little Books are essentiallytrade books with controlled

vocabulary. The lessons revolvearound the books so that there issufficient guided practice with

decodable words before readingthe short texts. RL is based on

books that are at least 75%decodable (Phonics Kit). This

offers significant opportunity forpractice with connected text.

Scope and Sequence pg. 7in Phonics and

Vocabulary Kits




4. Includes repeated opportunities to readwords in contexts in which students can applytheir knowledge of letter-soundcorrespondences. (w) and (ss) [NRP, pg. 3-28]

RL is based on books that are atleast 75% decodable (PhonicsKit). This offers significantopportunity for practice with

connected text. Lessons requirestudents to read the books more

than one time. In additionstudents work with the words for

one lesson in a variety ofcontexts that week, and thenthose words will resurface in

later texts.

How the Program WorksPgs. 10-15 for breakdown

of skill area andopportunities for applying

letter/sound knowledge

5. Uses decodable text based on specificphonics lessons in the early part of the firstgrade as an intervening step between explicitskill acquisition and the students' ability toread quality trade books. Decodable textsshould contain the phonics elements and sightwords that students have been taught. (w) and(ss)

RL is based on Little Books(trade books with controlled

vocabulary) that are at least 75%decodable (Phonics Kit). Theseskills are explicitly taught. Thisoffers significant opportunity for

practice with connected text.The books also incorporate sight

words students have beentaught. Sequential lesson plans

(that follow a scope andsequence in all three kits) focuson mastering the key skills and

concepts.


First Grade Phonics Instruction — High Priority

Tally the number of elements with each rating. ___4___ _1_____ __0____


Discretionary Items — Phonics InstructionRating Criterion

1Provides integrated proactive instruction and practice in words that students first read, spell, and write. Includes opportunities to read, write and spell the words in Dictation activity on Day 3 and elsewhere.3. Sequences words strategically to incorporate known letters or letter-sound combinations. [NRP, pg. 2-132]A scope and sequence exists for each kit. Sequential lesson plans focus on new skills that are built on previously learned skills.3Begins instruction in word families and word patterns (i.e., reading orthographic units of text, such as at, sat, fat, rat) afterstudents have learned the letter-sound correspondences in the unit. [NRP, pg. 2-132]The Sound and Letter Kit focuses on the individual letters and their matching sounds. After mastery of the letter/soundcorrespondence the teacher decides to work in the phonics kit which is based on blending words in word families and wordpatterns.4Teaches students to process larger highly represented patterns to increase fluency in word recognition.Scope and Sequence including common family patterns are on pg. 7 of the Phonics Kit. Each lesson incorporates fluencyinstruction and practice.

First Grade Phonics Instruction — Discretionary

Tally the number of elements with each rating. ___4___ ____0__ __0____




1. Selects words of high utility withample practice for automaticity. (st)

The same sight words (fromestablished list of highfrequency words) are

introduced and reviewedthroughout the Phonics Kitand the Vocabulary Kit. A

specific sight word routine ispart of every lesson as wellas a review of sight words

later in the week, and followup practice activities in theVocabulary Activity Book.An audio CD of each bookprovides further practice in

reading and recognizingthose words.

Sight words are listed onScope and Sequence, pg. 7 ofthe Vocabulary and Phonics

Kits

2. Controls the number of irregularwords introduced at one time. (w) One to two new sight words

are introduced within alesson.


Day 1 of lesson-Sightwords/Vocabulary section

First Grade Irregular Words Instruction — High Priority

Tally the number of elements with each rating. _____2_ ____0__ __0____



1. Strategically separates high-frequency words (e.g., was, saw; them, they, there), that are often confused by students.Scope and Sequence pg. 72. Points out irregularities while focusing student attention on all letters in the word.Sight Word Routine includes reading, spelling, and writing the word so that attention is brought to all letters of the word in avariety of ways to meet the needs of different learners.

First Grade Irregular Words Instruction — Discretionary

Tally the number of elements with each rating. __1____ ___1___ __0____


High Priority Items — Connected Text and Fluency InstructionEvidence


1. Introduces passage reading soon afterstudents can read a sufficient number ofwords accurately. (w)

All reading vocabulary istaught prior to reading thebooks. Children learn to

blend sound-spelling togetherto read decodable words.Repeated exposure occurs

throughout the week throughskill instruction, practice and

by reading the books thateach lesson is tied to.

How the Program Works Pgs.10-15

2. Contains regular words comprised ofletter-sounds and words types that havebeen taught. (w) and (ss)

A scope and sequence existsthat includes phonics skills

for word families. These aretaught and revisited

throughout each lesson andsubsequent lessons.

Scope and Sequence pg. 7Phonics Kit

3. Contains only high-frequency irregularwords that have been previously taught.(ss)

RL books are at least 75%decodable and they are basedon explicitly taught decodingskills. A scope and sequence

exists that includes sightwords. These are taught

prior to reading and revisitedthroughout each lesson and

subsequent lessons.

Scope and Sequence pg.7Vocabulary Kit

Phonics Kit

4. Uses initial stories/passages composedof a high percentage of regular words(minimum of 75-80% decodable words).(w)

RL phonics kit is based onbooks that are at least 75%

decodable. This offerssignificant opportunity for

practice with connected text.


High Priority Items — Connected Text and Fluency InstructionEvidence


5. Builds toward a 60 word per minutefluency goal by end of grade. (ss) [NRP,pg. 3-4]

Fluency instruction andpractice are built into everyRL lesson. The little booksare well suited to fluencybuilding. Children reread

each book at least twice andthere is a recording of eachbook on Audio CD to listento as the children read along.

6. Includes sufficient independent practicematerials of appropriate difficulty forstudents to develop fluency. (w) and (ss)[NRP, pg. 3-28]

Students reread each book atleast twice during the weeklylesson, they can listen to theAudio CD at anytime, andrevisit books that they have

already read in previousweeks to develop fluency. Inaddition they have the Take

Home Book version to rereadat home.

First Grade Connected Text & Fluency Instruction — High Priority

Tally the number of elements with each rating. ___5___ _1_____ __0_


Discretionary Items — Connected Text and Fluency InstructionRating Criterion

1Teaches explicit strategy to move from reading words in lists to reading words in sentences and passages.Words are introduced and studied, the next step is building background, previewing and predicting, followed by guided choralreading.2. Introduces fluency practice (e.g., repeated reading) after students read words in passages accurately. [NRP, pg. 3-28; pg. 3-15]Fluency instruction and practice are built into every RL lesson. The teacher models and guides fluency instruction to ensurestudents’ success.

First Grade Connected Text & Fluency Instruction — Discretionary

Tally the number of elements with each rating. ___2___ _0_____ 0______

High Priority Items —Vocabulary InstructionEvidence


1. Provides direct instruction ofspecific concepts and vocabulary. (w)

Each RL lesson includesactive and engaging orallanguage experiences that

cover most key earlyconcepts and topics. Eachlesson includes explicit andsystematic instruction for

Sight Words/Vocabulary too.

Oral Language Cards


2. Provides repeated and multipleexposures to critical vocabulary. (w)and (st)

Children have repeatedexposure to the targeted

vocabulary. They encounterthe same reading vocabulary(sight words and decodable

words) over and over as theyread the little books. Oral



Language Lessons andmaterials such as Oral

Language Cards increaseknowledge of content related

vocabulary as well.

3. Integrates words into sentences andasks students to tell the meaning of theword in the sentence and to use it in avariety of contexts. (w)

Children have theopportunity to work with thevocabulary in many contexts.

The sight words arepresented (sight word cards)

and then reviewed insubsequent books so thatchildren receive multiple

exposures. The oral languagevocabulary is used in

different contexts throughoutthe weekly lesson plan. The

vocabulary is taught inmeaning based groups so thatchildren can relate the similar

words. The VocabularyActivity Book featuresengaging, independentactivities that reinforce

vocabulary. Take HomeBooks provide another meansfor practicing the vocabulary

at home.

How the Program WorksPgs.10-15

Vocabulary Kit ActivityBook

Oral Language Lessons

Take Home Book (copies ofthe books and sentence

strips)

First Grade Vocabulary Instruction— High Priority

Tally the number of elements with each rating. ____3__ __0____ _0_____



1Reviews previously introduced words cumulatively.

Students encounter the same reading vocabulary (sight words and decodable words) over and over as they read the little books. Thesight words are presented (sight word cards) and then reviewed in subsequent books so that children receive multiple exposures

2Provides opportunity for daily listening, speaking, and language experience.

Each day of the lesson incorporates a variety of skill practice sessions that include opportunities for listening, speaking, andlanguage experiences.

3. Incorporates exposure to a broad and diverse vocabulary through listening to a wide range of stories and informational texts.

A wide variety of texts (book genre is noted at the top of each lesson) are included in RL that ensure exposure to a broad and diversevocabulary on topics ranging from colors and shapes to occupations and action words.

First Grade Vocabulary Instruction— Discretionary

Tally the number of elements with each rating. _____3_ _0_____ ___0___


High Priority Items —Reading Comprehension InstructionEvidence


1. Guides students through sample textin which teachers think out loud asthey identify the components of storystructure. (w) [NRP, pg. 4-122]

RL lessons consist of teacher modeling,exemplars, and practice by students.

The lessons offer many opportunities forteachers to model reading with students,in particular the Read Together sectionon Day 2, and the Fluency activity on

Day 3.

Prior to reading the book, children buildbackground. They ask and answer

questions about the topic and often set apurpose. Local Track lesson plans offerresearch-based early reading instructionfor teachers in a comprehensive way.

How the Program WorksPgs. 10-15

2. Provides plentiful opportunities tolisten to and explore narrative andexpository text forms and to engage ininteractive discussion of the messagesand meanings of the text. (ss) [NRP,pg. 4-109]

Before, during, and after discussions andactivities allow for exploration of thevariety of texts that are included in theRL kits. Audio CD recordings of eachstory provide an additional opportunity

to hear each story.

How the Program WorksPgs. 10-15


High Priority Items —Reading Comprehension Instruction3. Explicitly teaches criticalcomprehension strategy (e.g., mainidea, literal, inferential, retell,prediction). (w) and (ss)

RL comprehension begins right from thestart with a focus on understanding the

text, concepts, and content introduced inthe text. Topics are introduced and

explored through interactive rhymes andfingerplays and building background

activities which include graphicorganizers. Comprehension buildingstrategies are included in the Oral

Language lessons. The ComprehensionCheck on Day 2 focuses on the key

comprehension strategies.

How the Program Works

Day 2 –Comp. Check afterreading

Day 5-Wrap up includescomprehension activities

First Grade Reading Comprehension Instruction — Discretionary

Tally the number of elements with each rating. ___1___ __2____ __0____

Discretionary Items — Reading Comprehension InstructionRating Criterion

1. The text for initial instruction in comprehension:-begins with text units appropriate for the learner-uses familiar vocabulary-activates prior knowledge [NRP, pg. 4-108]-uses simple sentences-begins with short passages to reduce the memory load for learnersHow the Program Works Pgs 10-15,

2. Introduces text where the structure of text is explicit (beginning, middle, and end being obvious). [NRP, pg. 4-112]

3. Has students discuss the story structure orally and make comparisons with other stories. [NRP, pg. 4-100]Comprehension check includes compare/contrast discussion questions.

First Grade Reading Comprehension Instruction — Discretionary

Tally the number of elements with each rating. __3____ ___0___ __0____


Summary of First Grade Ratings


Phonemic Awareness Instruction (2) __2__ __0__ _0___ Phonemic Awareness Instruction (5) __3__ ___1_ 1____

Phonics Instruction (5) __4__ __1__ _0___ Phonics Instruction (4) _4___ _0___ 0____

Irregular Words Instruction (2) 2____ _0___ _0__ Irregular Words Instruction (2) 1___ __1__ _0___

Connected Text and Fluency Instruction(6)

5____ __1__ _0___ Connected Text and Fluency Instruction(2)

_2___ _0___ _0___

Vocabulary Development (3) __3__ __0__ __0__ Vocabulary Development (3) 3____ _0___ _0___

Reading Comprehension Instruction (3) _1___ __2__ __0__ Reading Comprehension Instruction (3) __3__ _0___ _0___

First Grade High Priority Totals __17__ _4___ _0___ First Grade Discretionary Totals _16___ _2___ _1___

First Grade Design Features1. Aligns and coordinates the words used in phonics/word recognition activities with those used in fluency building.





SUMMARY



Additional Comments

Reviewer Code/Name: SECOND GRADE Critical Elements Analysis 41

Phonics is the ability to recognize words accurately, fluently, and independently is fundamental to reading in an alphabetic writing system.For kindergarten students, critical skills include learning to associate sounds with letters, using those associations to decode and read simplewords, and learning to recognize important nondecodable words. [NRP, pg. 2-41; pg. 2-93]



1. Teaches advanced phonic-analysisskills explicitly, first in isolation, then inwords and connected text and applies toother program materials (e.g., tradebooks, anthologies) when students areproficient. (w) and (ss) [NRP pg. 2-13]

2. Provides teacher guided practice inword lists and controlled contexts inwhich students can apply newly learnedskills successfully. (w)

3. Teaches explicit strategy to readmultisyllabic words by using prefixes,suffixes, and known word parts. (w)

Second Grade Phonics Instruction — High Priority

Tally the number of elements with each rating. ______ ______ ______


Discretionary Items — Phonics InstructionRating Criterion

1. Avoids assuming that learners will automatically transfer skills from one word type to another. When introducing a new lettercombination, prefix, or word ending, models each of the fundamental stages of blending the word and then reading the whole word.2. Separates auditorily and visually similar letter combinations in the instructional sequence (e.g., does not introduce both soundsfor oo simultaneously; separates ai, au).3. Ensures that students know the sounds of the individual letters prior to introducing larger orthographic units (e.g., ill, ap, ing).

4. Offers repeated opportunities for students to read words in contexts where they can apply their advanced phonics skills with ahigh level of success. [NRP, pg. 3-28; 3-15]5. Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling,showing students how to map the sounds of letters onto print.6. Makes clear the connections between decoding (symbol to sound) and spelling (sound to symbol).

Second Grade Phonics Instruction — Discretionary





1. Selects words that have high utility;that is, words that are used frequentlyin grade-appropriate literature andinformational text. (ss)

Second Grade Irregular Words Instruction — High Priority



1. Sequences high-frequency irregular words to avoid potential confusion. For example, high-frequency words that are often confusedby students should be strategically separated for initial instruction.2. Limits the number of sight words introduced at one time.

3. Preteaches the sight words prior to reading connected text.

4. Provides a cumulative review of important high-frequency sight words as part of daily reading instruction.

Second Grade Irregular Words Instruction — Discretionary



High Priority Items — Vocabulary InstructionEvidence


1. Provides direct instruction of specificconcepts and vocabulary essential tounderstanding text. (w) [NRP, pg. 4-4]

2. Provides repeated and multipleexposures to critical vocabulary. (w) and(st) [NRP, pg. 4-4]

Second Grade Vocabulary Instruction — High Priority




1. Variety of methods [NRP, pg. 4-4]

2. Incorporates exposure to a broad and diverse vocabulary through listening to an reading stories and informational texts. [NRP, pg. 4-4]

3. Integrates words into sentences and asks students to tell the meaning of the word in the sentence and to use it in a variety of contexts.[NRP, pg. 4-4]4. Reviews previously introduced words cumulatively. [NRP, pg. 4-4]

5. Teaches strategy for word meanings based on meaning of prefixes and suffixes.

6. Introduces the prefix or suffix in isolation, indicating its meaning and then connecting it in words.

7. Illustrates the prefix or suffix with multiple examples.

8. Restructuring of vocabulary tasks for at-risk, low achieving students.

9. Uses examples when the roots are familiar to students (e.g., remake and replay as opposed to record and recode.)

10. Separates prefixes that appear similar in initial instructional sequences (e.g., pre, pro).

Second Grade Vocabulary Instruction — Discretionary



High Priority Items — Passage Reading - Fluency InstructionEvidence


1. Contains regular words comprisedof phonic elements and word typesthat have been introduced. (ss)

2. Selects majority of high frequencyirregular words from list of commonlyused words in English. (ss)

3. Builds toward a 90 word-per-minutefluency goal by end of grade 2.Assesses fluency regularly. (ss) [NRP,pg. 3-4]

Second Grade Passage Reading - Fluency Instruction — High Priority



Discretionary Items — Passage Reading - Fluency InstructionRating Criterion

1. Contains only irregular words that have been previously taught.

2. Introduces repeated readings after students read words in passages accurately. [NRP, pg. 3-28; 3-15]

3. Includes sufficient independent practice materials of appropriate difficulty for students to develop fluency. [NRP, pg. 3-28]

Second Grade Passage Reading - Fluency Instruction — Discretionary





1. Teaches conventions ofinformational text (e.g., titles, chapterheadings) to locate importantinformation. (w) and (ss)

2. Teaches explicit strategy tointerpret information from graphs,diagrams, and charts. (w) and (ss)

3. Teaches or activates priorknowledge to increase a student'sunderstanding of what is read. [NRP,pg. 4-108] (w)

4. Teaches skill or strategy (e.g.,comprehension monitoring,summarizing) explicitly with the aidof carefully designed examples andpractice. (w) and (ss) [NRP, pg. 4-108]5. Continues skill or strategyinstruction across several instructionalsessions to illustrate the applicabilityand utility of the skill or strategy. (st)


High Priority Items —Reading Comprehension Instruction6. Uses story grammar structure as atool for prompting information tocompare and contrast, organizeinformation, and group related ideasto maintain a consistent focus. (w)[NRP, pg. 4-112]

Second Grade Reading Comprehension Instruction — Discretionary



1. Teaches narrative and informational text.

2. Organizes instruction in a coherent structure.

3. Connects previously taught skills and strategies with new content and text. [NRP, 4-107]

4. Cumulatively builds a repertoire of skills and strategies that are introduced, applied, and integrated with appropriate texts and forauthentic purposes over the course of the year. [NRP, 4-107]5. Teaches analyzing elements of narrative text and comparing and contrasting elements within and among texts.

6. Uses graphic organizers on the content of passages.

Second Grade Reading Comprehension Instruction — Discretionary



Summary of Second Grade Ratings


Phonics Instruction (3) ____ ____ ____ Phonics Instruction (6) ____ ____ ____

Irregular Words Instruction (1) ____ ____ ____ Irregular Words Instruction (4) ____ ____ ____

Vocabulary Instruction (2) ____ ____ ____ Vocabulary Instruction (10) ____ ____ ____

Passage Reading - Fluency Instruction (3)____ ____ ____ Passage Reading - Fluency Instruction (3)____ ____ ____

Reading Comprehension Instruction (6) ____ ____ ____ Reading Comprehension Instruction (6) ____ ____ ____

Second Grade High Priority Totals ____ ____ ____ Second Grade Discretionary Totals ____ ____ ____

Second Grade Design Features1. Aligns and coordinates the words used in phonics/word recognition activities with those used in fluency building.





SUMMARY



Additional Comments

Reviewer Code/Name: THIRD GRADE Critical Elements Analysis 53

High Priority Items — Decoding and Word Recognition Instruction [Systematic NRP, pg. 2-132]Evidence


1. Teaches strategies to decodemultisyllabic words using thestructural features of such word partsas affixes (e.g., pre-, mis-,-tion) to aidin word recognition. (w)

2. Emphasizes reading harder andbigger words (i.e., multisyllabicwords) and reading all words morefluently. (ss)

Third Grade Decoding and Word Recognition Instruction — High Priority



Discretionary Items — Decoding and Word Recognition InstructionRating Criterion

1. Separates word parts that are highly similar (e.g., ight and aight).

2. Introduces word parts that occur with high frequency over those that occur in only a few words.

3. Teaches the word parts first and then incorporates the words into sentences and connected text.

4. Extends instruction to orthographically larger and more complex units (e.g., ight, aught, own).

5. Provides explicit explanations, including modeling, "Think-alouds," guided practice, and the gradual transfer of responsibility tostudents.6. Relies on examples more than abstract rules. (Begin with familiar words. Show "nonexamples." Use word parts rather than havestudents search for little words within a word. Examples: depart, report.)7. Makes clear the limitations of structural analysis.

8. Uses extended text in opportunities for application.

Third Grade Decoding and Word Recognition Instruction — Discretionary

Tally the number of elements with each rating.______ ______ ______


High Priority Items — Vocabulary InstructionEvidence


1. Teaches strategies to use context togain the meaning of an unfamiliarword. Context includes the wordssurrounding the unfamiliar word thatprovide information to its meaning.(w)

2. Repeated and multiple exposures tovocabulary. st)) [NRP, pg. 4-4]

3. Emphasizes direct instruction inspecific concepts and vocabularyessential to understanding text. (w)

4. Provides exposure to a broad anddiverse vocabulary through listeningto and reading stories. (ss) [NRP, pg.4-4]

5. Variety of methods; variety ofcontexts. (ss) [NRP, pg. 4-4]

Third Grade Vocabulary Instruction — High Priority




1. Teaches dictionary usage explicitly with grade-appropriate dictionaries that allow students to access and understand the meaningof an unknown word. Uses words in context and that are encountered frequently.2. Restructuring of vocabulary tasks for at-risk, low achievers.

3. Extends the understanding of concepts and vocabulary of the English language through (1) learning and using antonyms andsynonyms: (2) using individual words in compound words to predict the meaning; (3) using prefixes and suffixes to assist in wordmeaning; and (4) learning simple multiple-meaning words.

Third Grade Vocabulary Instruction — Discretionary



High Priority Items — Passage Reading - Fluency InstructionEvidence


1. Contains only words comprised ofphonic elements and word types thathave been introduced. (w) and (ss)

2. Builds toward a 120 word-per-minute fluency goal by end of grade 3.Assess fluency regularly. (ss) [NRP,pg. 3-28]

3. Includes sufficient independentpractice materials of appropriatedifficulty for students to developfluency. (w) [NRP, pg. 3-28]

Third Grade Passage Reading - Fluency Instruction — High Priority


Discretionary Items — Passage Reading - Fluency InstructionRating Criterion

1. Contains only irregular words that have been previously taught.

2. Selects majority of high frequency irregular words from list of commonly used words in English.

3. Introduces repeated readings after students read words in passages accurately. [NRP, pg. 3-28; 3-15]

Third Grade Passage Reading - Fluency Instruction — Discretionary





1. Teaches background informationand/or activates prior knowledge. (w)[NRP, pg. 4-108]

2. Uses text in which the main idea orcomprehension unit is explicitlystated, clear, and in which the ideasfollow a logical order. (w)

3. Uses known or taught vocabularyand passages at appropriate readabilitylevels for learners. (w)

4. Continues skill or strategyinstruction across several instructionalsessions to illustrate the applicabilityand utility of the skill or strategy. (w)and (st)5. Connects previously taught skillsand strategies with new content andtext. (w) and (ss) [NRP, pg. 4-107]

6. Cumulatively builds a repertoire ofmultiple strategies that are introduced,applied, and integrated withappropriate texts and for authenticpurposes over the course of the year.(w) and (ss) [NRP. pg. 4-107]




7. Explicitly teaches comprehensionstrategies with the aid of carefullydesigned examples and practice (e.g.,comprehension monitoring, mentalimagery, question generation, questionanswering, story structure,summarization). (w) [NRP. pg. 4-100to 4-113]

Third Grade Reading Comprehension Instruction — High Priority



1. Provides cooperative learning activities that parallel requirements of instruction.

2. Begins with linguistic units appropriate to the learner; for example, uses pictures and a set of individual sentences beforepresenting paragraph or passage-level text to help students learn the concept of main idea.3. Uses familiar, simple syntactical structures and sentence types.

4. Progresses to more complex structures in which main ideas are not explicit and passages are longer.

Third Grade Reading Comprehension Instruction — Discretionary



Summary of Third Grade Ratings


Decoding and Word RecognitionInstruction (1)

____ ____ ____ Decoding and Word RecognitionInstruction (8)

____ ____ ____

Vocabulary Instruction (4) ____ ____ ____ Vocabulary Instruction (3) ____ ____ ____

Passage Reading - Fluency Instruction (3)____ ____ ____ Passage Reading - Fluency Instruction (3)____ ____ ____

Reading Comprehension Instruction (7) ____ ____ ____ Reading Comprehension Instruction (4) ____ ____ ____

Third Grade High Priority Totals ____ ____ ____ Third Grade Discretionary Totals ____ ____ ____

Third Grade Design Features1. Aligns and coordinates the words used in phonics/word recognition activities with those used in fluency building.





SUMMARY



Additional Comments

Reviewer Code/Name: Critical Elements Analysis 63

Overall Assessment of Instructional Sufficiency by Critical Element and Grade

PROGRAM NAME:

Critical Element Kindergarten First Grade

High Priority Items Discretionary Items High Priority Items Discretionary Items

Phonemic Awareness ___5_ _0___ _0___ __3__ _1___ _0__ _2___ _0___ 0____ _3___ 1____ 1____

Phonics _3___ __0__ _0___ __2__ _0___ _0___ __4__ _1___ _0___ _4___ _0___ _0___

Fluency N/A N/A __5__ _1___ _0___ _2___ _0___ _0___

Vocabulary __3__ __0__ _0___ ___2_ _1___ _0___ __3__ _0___ _0___ __3__ _0___ _0___

Comprehension _2___ _2___ _0___ __0__ __3__ _0___ _1___ __2__ _0___ __3__ _0___ _0___

Critical Element Second Grade Third Grade

High Priority Items Discretionary Items High Priority Items Discretionary Items

Phonemic Awareness N/A N/A N/A N/A

Phonics ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

Fluency ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

Vocabulary ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

Comprehension ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

Use the following criteria for each critical element:

= Element meets/exceeds criterion; = Element partially meets/exceeds criterion; = Element does not satisfy criterion.

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