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Primary Continuum of Observable Reading Behavior

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					                 Primary Continuum of Observable Reading Behaviors
                                                        Introduction
                                                             (Created June 22, 2005)

The Primary Continuum of Observable Reading Behaviors was developed by a subcommittee which used input gathered from all primary teachers during
the 2004-2005 district grade level meetings. Participants of the subcommittee were K-3 classroom teachers, Special Education teachers, Literacy Leaders,
and At-risk instructors at the Primary Level.

Purpose
The Primary Continuum of Observable Reading Behaviors is intended to guide teachers’ observations while watching children read
at their instructional level. The continuum consists of ONLY observable behaviors. Knowing what to observe while watching children read is
important. However, observable behaviors are only a first step to understanding how a child becomes literate. Other areas of understanding how a child
becomes literate include thinking skills and attitudes/dispositions. Thinking skills or a child’s understanding can not be observed and must be implied.
Therefore, statements like “understands what is read” are left out of the Primary Continuum of Observable Reading Behaviors because understanding is
not an observable behavior.

The continuum was designed to be used while a child is reading instructional level material … material that is not too easy, or not too difficult.
Reading experts and the subcommittee recommend that the instructional level is measured by an accuracy rate of 90% -98%.
The Primary Continuum of Observable Reading Behaviors is not intended for use as an assessment.

Alignment
The Primary Continuum of Observable Reading Behaviors is aligned to the Illinois State Benchmarks and District 108 teacher clarification statements o f the
following objectives. These objectives are stated in the “I Can Do It” statements as:
            I figure out new words when I read (K01, 101, 201, 301)
            I check that I understand what I read (K03, 104, 204, 304)
            I can accurately read grade level material out loud with fluency and accuracy (K04, 105, 205, 305)
It is highly recommended by the subcommittee that all teachers revisit the teacher clarification statements* of the Illinois State Benchmarks.

Recommendations
It is the recommendation of the Primary Continuum of Observable Reading Behaviors subcommittee that the Continuum be used in the following ways:
        To observe a child’s reading behaviors in a systematic way
        To monitor change over time
        To focus instruction
        To provide evidence of how a child behaves while reading, particularly children who are furthest away from meeting grade level expectations
Other continuum uses may include:
            Parent communication                                         ARC
            Goal setting                                                 Instructional grouping
            Creating narratives                                          IEP
            Articulation among all stakeholders (common language)

Useful Suggestions
After using the continuum, the subcommittee found it beneficial to record observations in a variety of ways based on individual preferences. Possible ways
to record observations include:
       Circling or checking behaviors
       Marking “b” for behaviors that are beginning
       Marking “s” for behaviors that are strengths
       Adding written comments
*Teacher Clarification Statements

                                            Language Arts (1A1a)
Objective    Student & Parent              ILS Benchmark                   Teacher Clarifications               Cycle
  K01       I can read new          1.A.1a Apply word analysis                                           w
                                                                  ~Understand the concept of directionality
            words by using letter   skills (e.g., phonics, word   and one to one match. Understand the
            sounds, picture         patterns) to recognize new    differenc e between a letter and a word.
            clues, book handling    words.                        Understand the conc ept of sound/letter
            skills, and what I                                    relationships. ~Attempt unfamiliar words
            know.                                                 in context using sound/letter relationships
                                                                  and letter/word patterns. ~Attempt
                                                                  unfamiliar words using context clues and
                                                                  what they already know.
  101       I can figure out new    1.A.1a Apply word analysis    ~Understand the concept of directionality       f
            words when I read.      skills (e.g., phonics, word   and one-to-one match Understand the
                                    patterns) to recognize new    concept of sound/letter relations hips.
                                    words.                        Recognize and use letter/word patterns.
                                                                  ~Attempt unfamiliar words in context
                                                                  using sound/letter relationships, letter
                                                                  clusters, the redundancy of spelling
                                                                  patterns and/or other word analysis skills.
                                                                  ~Attempt unfamiliar words using cont ext
                                                                  clues and what they already know.
  201       I can figure out new    1.A.1a Apply word analysis    ~Understand the concept of sound/letter         f
            words when I read.      skills (e.g., phonics, word   relationships. Recognize and us e
                                    patterns) to recognize new    letter/word patterns. ~Attempt unfamiliar
                                    words.                        words in context using sound/letter
                                                                  relationships, letter clusters, the
                                                                  redundancy of spelling patterns and/or
                                                                  other word analysis skills. ~Attempt
                                                                  unfamiliar words using context clues and
                                                                  what they already know.
  301       I can figure out new    1.A.1a Apply word analysis    ~Understand the concept of sound/letter         f
            words when I read.      skills (e.g., phonics, word   relationships. Recognize and us e
                                    patterns) to recognize new    letter/word patterns. ~Attempt unfamiliar
                                    words.                        words in context using sound/letter
                                                                  relationships, letter clusters, the
                                                                  redundancy of spelling patterns and/or
                                                                  other word analysis skills. ~Attempt
                                                                  unfamiliar words using context clues and
                                                                  what they already know.
                                           Language Arts (1B1c)
Objective    Student & Parent              ILS Benchmark                        Teacher Clarifications           Cycle
  K03       I check that I         1.B.1c Continuously check and        Use pictures, context, and background     w
            understand what I      clarify for understanding (e.g.,     knowledge to check their understanding
            read.                  reread, read ahead, use visual       of words and phrases. Continuously
                                   and cont ext clues, ask questions,   check and clarify for understanding.
                                   retell, use meaningful
                                   substitutions). 1.A.1b
                                   Comprehend unfamiliar words
                                   using context clues and prior
                                   knowledge; verify meanings with
                                   resource materials.
  104       I check that I         1.B.1c Continuously check and        Use context, what they already know,       f
            understand what I      clarify for understanding (e.g.,     and ot her resources to check their
            read.                  reread, read ahead, use visual       understanding of words and phrases.
                                   and cont ext clues, ask questions,   Continuously check and clarify for
                                   retell, use meaningful               understanding.
                                   substitutions). 1.A.1b
                                   Comprehend unfamiliar words
                                   using context clues and prior
                                   knowledge; verify meanings with
                                   resource materials.
  204       I check to be sure I   1.B.1c Continuously check and      Use context, what they already know,         f
            understand what I      clarify for understanding (e.g.,   and ot her resources to check their
            read.                  reread, read ahead, use visual     understanding of words and phrases.
                                   and cont ext clues, ask questions,
                                   retell, use meaningful
                                   substitutions). 1.A.1b
                                   Comprehend unfamiliar words
                                   using context clues and prior
                                   knowledge; verify meanings with
                                   resource materials.
  304       I check to be sure I   1.B.1c Continuously check and        Continuously check and clarify for         f
            understand what I      clarify for understanding (e.g.,     understanding. Use context, what they
            read.                  reread, read ahead, use visual       already know, and ot her resources to
                                   and cont ext clues, ask questions,   check their understanding of words and
                                   retell, use meaningful               phrases.
                                   substitutions). 1.A.1b
                                   Comprehend unfamiliar words
                                   using context clues and prior
                                   knowledge; verify meanings with
                                   resource materials.
                                     Grade Language Arts (1B1d)
Objective    Student & Parent            ILS Benchmark                       Teacher Clarifications              Cycle
  K04       I can read            1.B.1d Read age-appropriate     Read Kindergart en material aloud with           s
            Kindergarten books    material aloud with fluency and accuracy. (End of Year Kindergarten
            aloud.                accuracy.                       material would equal texts that have
                                                                  similar characteristics to those at a
                                                                  Reading Rec overy Level 3. )
  105       I can accurately read 1.B.1d Read age-appropriate       Read Grade One material aloud wit h            f
            first grade books     material aloud with fluency and   fluency. (End of Year Grade One material
            aloud with fluency    accuracy.                         would equal texts that have similar
            and expression                                          characteristics to text at a Reading
                                                                    Recovery Level 18. )
  205       I can accurately read 1.B.1d Read age-appropriate       Read Grade Two material aloud wit h            f
            second grade books material aloud with fluency and      fluency and accuracy. (End of Year
            aloud with fluency    accuracy.                         Grade Two material are longer texts
            and expression.                                         which require readers to have an
                                                                    extensive sight vocabulary as well as
                                                                    strong vis ual analysis skills to read the
                                                                    many new words that will be
                                                                    encountered. There is an inc reased
                                                                    amount of literary language and oft en
                                                                    story ideas are open to different
                                                                    interpretations.)
  305       I can accurately read 1.B.1d Read age-appropriate       Read Grade Three mat erial aloud with          f
            third grade books     material aloud with fluency and   fluency and accuracy. (End of Year
            aloud with fluency    accuracy.                         Grade Three material are longer chapter
            and expression                                          books with few illustrations that provide
                                                                    little or no support to the reader. There
                                                                    are more sophisticated language
                                                                    structures, greater detail and more
                                                                    description. Stories are intricate and the
                                                                    vocabulary is challenging. Text size is
                                                                    small and spacing is narrow.)

				
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