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Prentice Hall Literature, The Penguin Edition, Grade 6,Louisiana Edition © 2008

C O R R E L A T E D T O

Guidelines to Review Reading Programs for Grades 4-12Florida Center for Reading Research

G r a d e 6

Pearson Prentice Hall Literature, The Penguin Edition, Grade 6, Louisiana Edition (c) 2008

Guidelines to Review Reading Programs for Grades 4-12 Florida Center for Reading Research

Introduction This document was developed to assist the Curriculum and Instruction Team at the Florida Center for Reading Research (FCRR) as they review Reading Programs for grades 4-12 to determine alignment with current reading research. In Florida, a Reading Program is intended to be the instructional tool used to guide high quality reading instruction for all readers in grades 4-12. Curriculum and Instruction Team members who use these guidelines to navigate their review of a reading program have extensive knowledge of current reading research and Reading First, have taught struggling readers to read, have taught reading methods courses at the undergraduate and graduate level, and have assisted in developing reading curriculum that is research validated. *Due to the limited amount of research in the area of adolescent developmental reading, please note this is a document in progress and will continually be revised to reflect new findings as they become available. Process of Using these Guidelines When reviewing a reading program thoroughly, it is not sufficient to examine only a sample of lessons. In order to determine whether a program is aligned with current reading research, it is essential to review all the teacher and student materials. This document was developed to help navigate a reviewer through the lengthy but important process of reviewing a reading program. It was designed to be utilized in conjunction with the resources listed below. When using this document, place a check mark in either the yes or no column after each question. If the answer is not clear or not evident, write ‘not evident’ in the comments column and leave the yes/no columns blank. It is very important to use the comments column to detail specific examples, note questions, etc. When a question is marked ‘no’ or ‘not evident’, it is a concern that the program may not be aligned with current reading research. That is, if a reading program is aligned with current reading research, then ‘yes’ will be marked on all of the questions with evidence to support this assertion written in the comments column. Note that this document includes the sequence of instruction from fourth through twelfth grade. Educators who use this document to guide their own review of a reading program, will find the following resources helpful:

©Florida Center for Reading Research ▪ 227 N. Bronough St., Suite 7250 ▪ Tallahassee, FL 32301 http://www.fcrr.org ▪ 850-644-9352


• Glossary of Reading Terms developed by FCRR • Reviews of 4-12 Reading Programs already posted at www.fcrr.org (under FCRR Reports—

Intervention/Remedial Programs for students in grades 4-12) • References listed at the back of this document

Overall Instructional Design and Pedagogy of the Reading Program

Characteristic

Yes No Comments (e.g., specific examples, strengths, concerns, questions)

Is there a clear ‘road map’ or ‘blueprint’ for teachers to get an overall picture of the program (e.g., scope and sequence)?

x As well as a scope and sequence document that Prentice Hall can provide, the Skills Navigator in the front matter provides an overall picture of the skills and strategies covered throughout the program

Are goals and objectives clearly stated? x In conjunction with noted Prentice Hall authors and researchers, Kate Kinsella, Kevin Feldman, Sharon Vaughn, and Don Deshler, we explored proven educational reading, vocabulary development, and differentiated instruction methodologies. This research was incorporated into our development to build the pedagogical integrity of the program and ensure its relevance for today’s teachers and students. It includes:

Leveled Paired Selections for meeting the needs of all students Systematic Skills Instruction building in depth and complexity throughout each grade Literature Selections including representation from the canon of literature Unit Authors –Penguin writers hosting units Program Design and Organization – clean consistent design doesn’t distract from the literature


http://www.fcrr.org/


Research helped define a realistic Pacing schedule to ensure that each part can be taught in a three-week cycle.

The overarching conclusion to which this research led us is that effective reading instruction centers on the systematic, consistent, and direct teaching of reading comprehension strategies through the following framework: Direct Instruction, Modeling, Guided Practice, Feedback, and Application.

Are there resources available to help the teacher understand the rationale for the instructional approach and strategies utilized in the program (e.g., articles, references, and reliable websites)?

x In addition, the Teacher Express Lesson Planner CD-ROM not only provides standards and objectives-based lesson plans, but its unique reporting system will show on any given day precisely what standards and objectives have been taught to mastery. Grade 6: T36-37 Visit www.phschool.com/research for more information.

Is instruction consistently explicit? x Explicit instruction is exemplified by defining terms on the Build Skills pages, the use of graphic organizers, the before, during and after approach

• Before Reading: The Build Skills page pre-teaches the reading skill for the selection. Grade 6: p. 42, 90, 176

• During Reading: The single-column format allows

for side column annotations at point of need to serve as a personal reading tutor.

Grade 6: p. 46, 182-183 • After Reading: Apply the Skills reinforces reading

skills taught prior to reading. Grade 6: p. 48, 58, 188-189



Is instruction consistently systematic? x Six units in the Student Edition each focus on a single

literary genre. The unit’s parts further concentrate on one specific reading skill—such as making predictions or drawing inferences—with consistent practice and reinforcement.

Is there a coherent instructional design (e.g., are the components of reading clearly linked within as well as across each component)?

x The skills sequencing, particularly with regard to reading and literacy, were deliberately constructed to build from lower-level foundational skills to higher order skills, allowing students the chance to master each skill before moving on to the next one. Frequent progress monitoring and benchmarking assessments help inform instruction and ensures that students are on track to meet the Louisiana standards

Are there consistent ‘teacher friendly’ instructional routines which include direct instruction, modeling, guided practice, student practice and application with feedback, and generalization?

x Teacher’s Edition-The Prentice Hall Literature, The Penguin Edition Teacher’s Edition provides comprehensive, well organized, and easy-to-follow planning and instructional support. The built-in Time and Resource Manager is a unique planning tool that appears at the beginning of each selection, rather than one per unit as is found in most other texts. This planning tool provides an at-a-glance chart to help choose the selection that is right for your students. Included also are:

Lesson objectives Step-by-step teaching guide Lesson Pacing guide List of related resources and when to use them Selection reading level Average number of instruction days needed to

complete the selection Grade 6: p. T22a-b, 104a-b, 176a-b



Instruction routines include: Model Selection presented by the author, unit skills introduced, specific skills for reading and literary analysis and vocabulary for the selections are presented. Before, during, and after strategies for every selection provide an instructional routine for teachers. Before Reading: The Build Skills page pre-teaches the reading skill for the selection. Grade 6: p. 42, 90, 176 During Reading: The single-column format allows for side column annotations at point of need to serve as a personal reading tutor. Grade 6: p. 46, 182-183 After Reading: Apply the Skills reinforces reading skills taught prior to reading. Grade 6: p. 48, 58, 188-189 Selection tests, Benchmark tests, and Reader’s Notebook support provide practice and application. The Teacher Wrap includes direct instruction on skills. To help students understand the meaning of words, sentences for the Connecting to the Literature feature are provided. Student practice is available in the form of Graphic Organizers that students fill in. Guided note-taking opportunities are offered in the Unit Resources and Reader’s Notebooks

Are there aligned student materials? X Every objective in the Teacher’s Edition is supported in the Student Edition. . Before, during, and after strategies for every selection provide aligned student materials. Student practice is available in the form of Graphic Organizers that students fill in. Guided note-taking opportunities are offered in the Unit Resources and Reader’s Notebooks. Unit Resources provide worksheets for each skill, Warm ups for every selection, enrichment worksheets and worksheets to support all the Workshops.



Does the level of difficulty of the text increase as students’ skills are strengthened?

X The skills sequencing, particularly with regard to reading and literacy, were deliberately constructed to build from lower-level foundational skills to higher order skills, allowing students the chance to master each skill before moving on to the next one

Are there ample guided student practice opportunities, including multiple opportunities for explicit teaching and teacher directed feedback,(15 or more) needed for struggling readers?

x Reading skills and strategies, graphic organizers, worksheets, notetaking strategies, vocabulary development (including Academic and Expressive Vocabulary) and frequent progress monitoring assessments are among some of the skills and strategies embedded in our program,

Are all of the activities (e.g., centers) reading related (i.e., word-building, fluency practice)?

x There is a Reading strategy for every selection. Before Reading: The Build Skills page pre-teaches the reading skill for the selection. Grade 6: p. 42, 90, 176

• During Reading: The single-column format allows for side column annotations at point of need to serve as a personal reading tutor.

Grade 6: p. 46, 182-183 • After Reading: Apply the Skills reinforces reading

skills taught prior to reading. Grade 6: p. 48, 58, 188-189

Are teachers encouraged to give immediate corrective feedback?

x In the Teacher’s Edition, after each Reading and Vocabulary Skills Review, a reteach chart listing the question and the pages where instruction is located provides teacher support for students who need to review the skills and vocabulary associated with the part. Reading and Vocabulary Skills Review at the end of each Part

Grade 6: p. 244, 328, 422 (TE) Quicktake Assessment Software with e-instruction clickers is an interactive system that allows teachers to pose questions to the entire class. Response pads



instantly record and display results. All questions from the Monitor Your Progress feature included on QuickTake. Grade 6: p. 141, 203, 225 Prentice Hall Success Tracker™ -an online Intervention System that helps teachers catch small problems before they become big ones. A fully automated, interactive online diagnostic and remediation system, Prentice Hall Success Tracker™ provides diagnosis, customized practice, and standards reporting.

Is scaffolding a prominent part of the lessons?

x The Reading and Vocabulary Warm Ups also provide scaffolding for each selection, as students are given lower-level readings that connect with each selection and that help pre-teach target selection vocabulary. Within each selection, point of use prompts focus on and reinforce target reading, literary analysis, and vocabulary skills. The scaffolded questioning format of the Apply the Skills features provide critical thinking support that transition students from simple recall to higher order thinking skills.

Are there specific instructions for scaffolding?

x The Accessibility at a Glance chart in your Teacher’s Edition helps you decide which selection is best suited to your students, while Leveled Reading and Vocabulary Warm-ups let you frontload instruction for every selection—preparing all students to read successfully. Grade 6: TE p. 22a, 176a, 520a Extend the Lesson boxes in the Teacher’s Edition include additional information related to the selection that involves Social Studies, Science, other cultures, Performing Arts, Physical Education and more. Many of these boxes suggest cross-curricular readings. Grade 6: TE p. 65, 127, 229



Teaching notes in the teacher’s edition offer strategies, methods, and tools targeted specifically for special needs students. Grade 7: p. 133, 135, 139

Is differentiated instruction prominent? x Leveled, paired selections for truly differentiated instruction For every skill and standard covered, you have two selections to choose from: one that’s more accessible and one that’s more challenging. This unique structure lets you choose the selections that work best for your class—without skipping skills.

The Accessibility at a Glance chart in your Teacher’s Edition helps you decide which selection is best suited to your students, while Leveled Reading and Vocabulary Warm-ups let you frontload instruction for every selection—preparing all students to read successfully. Grade 6: TE p. 22a, 176a, 520a Quick Review features after each selection review key concepts, and terms and provide selection summaries. Reading checks throughout each selection test factual recall as students read. Grade 6: p. 183, 185, 191 Teaching notes in the teacher’s edition offer strategies, methods, and tools targeted specifically for special needs students. Grade 6: p. 89, 91, 177 Extend the Lesson activities in the Teacher’s Edition provide enrichment. Enrichment activities for every selection in the program are available in the Unit Resources.



Is instruction individualized based on assessment?

x Systematic diagnostic and progress monitoring assessments catch small problems before they become big ones, while built-in benchmarking tools ensure thorough skills and standards coverage and evaluation. At the beginning of each part, a short diagnostic test determines student readiness for the skills and standards to be covered. If students are missing specific skills and/or standards, remediation is provided. Progress monitoring occurs with every selection, while benchmarking assessments at predictable intervals ensure students are mastering content. The Success Tracker online intervention system accomplishes the same goals, but can diagnose and prescribe individualized remediation automatically, as well as provide standards-based benchmarking and reporting.

Are there guidelines and materials for flexible grouping?

x The 3 versions of the Reader’s Notebooks allows for flexible grouping because each notebook covers the same skills and the same selections. Students can be assigned the Notebook that matches their needs. The Prentice Hall Reading Kit is designed to help you address the needs of students with varying ability levels.

Everyday Reading Strategies

• Provides pages for reading strategies that develop active, thoughtful reading strategies for all selections

• Introduce the strategy, using the strategy plan and the graphic organizer

• Encourage students to use the strategy independently with other selections

Classroom Management for Differentiated Instruction



• Practical and effective strategies for engaging students of all ability levels in learning activities.

• These frameworks can be used with all selections or discussion topics.

Language Arts Instruction for addressing special needs • Provides an analysis of the reading process,

identifying the four aspects that need to be addressed.

• Sections are dedicated to specific characteristics of and challenges posed for English language learners, less proficient readers, and special needs students.

The General Resources book offers strategies and tools for classroom management.

Is small group instruction with (small teacher-pupil ratio) part of daily instruction?

X Activities can be taught individually, in small groups, or teacher guided. Resources for small group instruction include the Reader’s Notebooks and the Reading and Vocabulary Warm Ups.

Is movement from group to group based on student progress?

X At the beginning of each part, a short diagnostic test determines student readiness for the skills and standards to be covered. As students progress they can move to selections that are more challenging.

Are enrichment activities included for advancing/proceeding students?

X Extend the Lesson activities in the TE provide enrichment. In addition to activities in the Student Edition. Grade 6: p. 65, 127, 229 Enrichment activities for every selection in the program are designed particularly for the above-level student. These pages provide cross-curricular activities to extend learning. (See Unit Resources, Enrichment pages.)

In addition to the components of reading, are the dimensions of spelling, writing, oral language, motivation/engagement and

X Prentice Hall provides teachers with a wealth of options to reinforce these skills. (The Index of Skills and Features is located on pages



listening comprehension addressed? R47-R57 in each Teacher Edition) Spelling Workshops Grade 6: p. 144 , 330, 486

Writing A Writing Workshop in each part with step-by-step instruction guides students to develop their ideas into full-length composition, addressing these key stages in the writing process:

• Prewriting, • Drafting • Revising • Editing and Proofreading • Publishing and Presenting • Reflecting on Writing Grade 6: p. 146, 246, 424

Work-in-Progress features appear throughout each part. These focused prewriting strategies encourage students to practice prewriting strategies. Grade 6: p. 13, 17, 41, 61 Timed Writing To address the growing call for on-demand writing, Prentice Hall provides several opportunities per part that help students practice writing for assessment. Timed Writing prompts ask students to produce brief expository or persuasive writing relating to the literature they have read. Grade 6: p. 65, 105, 123 The Prentice Hall Online Essay Scorer To improve student writing and revising skills, the Online Essay Scorer provides instant analytical and holistic scoring. It gives students practice on the writing component of high-stakes tests. www.phschool.com/oes


http://www.phschool.com/oes


Oral language Communication workshops Grade 6: p. 340, 496, 628 Motivation/engagement Motivation notes in the Teacher Edition Wrap for each selection reinforces reading motivation. P. 15, 24, 31 The Build Understanding pages provide background on the author and the selection. Grade 6: 30, 43, 50 Listening comprehension Speaking and Listening activities are presented on the Build Skills pages following selections. These activities offer a focused assignment with strategies and tips to help students succeed.

Word Analysis (WA) Instruction/Word Study Phonological analysis, decoding, structural analysis, syllabication, context clues, spelling, and dictionary skills

Characteristic Yes No Comments (e.g., specific examples, strengths, concerns, questions)

Overall, does instruction progress from easier word analysis activities to more difficult?

X In the Reading and Vocabulary Skills Preview, instruction of Reading Skills progress from easier to more difficult form unit to unit. The supporting Academic Vocabulary also develops from easier to more difficult words. Grade 6: p. 20, 174-175, 244



Is word analysis only a small portion of each lesson (10 to 20 minutes)?

X The Build Skills page pre-teaches the reading skill for the selection. Grade 6: p. 42, 90, 176 The single-column format allows for side column annotations at point of need to serve as a personal reading tutor. Grade 6: p. 46, 182-183

Does the program emphasize the use of grade appropriate dictionaries and student-friendly explanations?

X In addition to grade-level sensitive language used throughout the student edition, the 3 versions of the Reader’s Notebooks include student-friendly pronunciation keys for every selection. Using a Dictionary is supported with a worksheet. (V8-9)

Is there explicit instruction in the use and weaknesses of context clues to determine word meaning?

X Context clues are introduced in the Student Edition in Unit 4 in the Build Skills feature and are supported at point of use. Grade 6: p. 520,523, 525 The worksheets in the Unit Resources support the instruction of context clues. In each of the Reader’s Notebooks a lesson on Denotation and Connation is presented. (V12-13).

Is explicit instruction in the meanings of roots and affixes provided and are there activities for students to manipulate common roots and affixes to analyze the relationship of spelling to meaning of complex words?

X In the Student Edition, Reading and Vocabulary Skills Preview pages introduce vocabulary skills and provide an activity to reinforce learning of the skill. Grade 6: p. 224, 651, 680 In the Reader’s Notebooks, lessons on word roots, prefixes, and suffixes are presented. (V2-7). Word Study cards help students break big words into their parts.

Are word parts that occur with high frequency (such as un, re, and in) introduced over those that occur only in a few words?

X In the Student Edition the Build Language skills feature presents vocabulary skills with practice. Grade 6: p. 519, 556



Are the limitations of structural analysis made clear?

X Idioms p. 573, 586, 602 All vocabulary exercises and applications have directions to the student. Vocabulary is always discussed relative to context.

Are there activities for distinguishing and interpreting words with multiple meanings?

X Practice in the Spelling Workshop provides activities for spelling homophones. Grade 6: p. 144 Multiple meanings instruction is integrated throughout the text. P. 416 (TE), 431, 472, 448

Does the program include word origins, derivations, synonyms, antonyms, and idioms to determine the meanings of words and phrases?

X The Vocabulary Skills feature presents synonyms in the Reading and Vocabulary Skills Preview and is assessed in the review. Grade 6: p. 790, 808, 858 Word Origins are introduced in the Vocabulary Skill of the Build Language skills feature. Grade 6: 202, 224, 400 Idioms: p. 573, 586, 602

Are words used in word analysis activities also found in the student text?

X On each Build Language Skills page, there is a Vocabulary Skills feature. Grade 6: p. 202, 224, 400,

Once word analysis strategies have been mastered, are these strategies immediately applied to reading and interpreting familiar decodable connected text?

X 2 Reading and Vocabulary Warm Ups for each selection in the Teaching Resources provide background support and vocabulary practice. Each unit of the program has a Controlled Vocabulary Reader that builds word knowledge and improves fluency and comprehension.

Is there ample unfamiliar decodable text to provide practice with word analysis strategies?

X In the teaching resources, 2 levels of Reading Warm-ups for each selection support students at various reading levels. Students can explore Controlled Vocabulary Readers to develop reading proficiency. Point of use support for each selection provides practice with word analysis strategies.



Are there ample opportunities to read multisyllabic words daily?

X All selections are authentic literature and there are many opportunities to read multisyllabic words.

Is there a section of the program devoted to word study?

X Throughout the Student Edition, word study is addressed. Antonyms: p. 843, 858, 884 Analogies: p. R11 Word origins: p. 89

Does the program include spelling strategies (e.g., word sorts, categorization activities, word-building activities, analogical reasoning activities)?

X Spelling Workshops, one per unit, include spelling strategies. Examples include: Easily Confused Words: p. 144 Adding suffixes: p. 330 Base Words and endings: p. 486

Fluency Instruction


Is fluency building a part of each day’s lesson?

X Before Reading: The Build Skills page pre-teaches the reading skill for the selection. Grade 6: p. 42, 90, 176 During Reading: The single-column format allows for side column annotations at point of need to serve as a personal reading tutor. Grade 6: p. 46, 182-183

After Reading: Apply the Skills reinforces reading skills taught prior to reading. Grade 6: p. 48, 58, 188-189



Back matter in all books includes a spread on Reading Fluently.

Does fluency-based instruction focus on developing accuracy, rate, and prosody?

X Fluency goals are supported throughout the year with Reading Warm-up fluency passages and accompanying instruction and support, including repeated readings, reading with audio, paired readings, and word study activities proven to increase fluency by building accuracy and automaticity. In the teaching resources, 2 levels of Reading Warm-ups for each selection support students at various reading levels.

Do fluency building routines include goal setting to measure and increase word-level fluency instruction and practice, reading accuracy and passage reading rate, teacher or peer feedback, and timed readings?

X Tips for Improving Reading Fluency are presented on R9. The Reading Kit provides skills practice and assessment to support core reading. Teaching techniques to promote reading are also included

Is fluency assessed regularly? X The Reading Kit includes assessment and practice pages to support core reading. In the ELL version of the Reader’s Notebook Read Fluently tips allow students to write in their notebooks reinforcing support for the selections.

Is there a fluency goal for each set of grade levels (e.g., 4-5 [113-127 wpm], 6-8 [140-142 wpm] included? (Based on Hasbrouk and Tindal’s end of the year oral reading fluency scores at the 40%ile.)

X Fluency goals are supported throughout the year with Reading Warm-up fluency passages and accompanying instruction and support, including repeated readings, reading with audio, paired readings, and word study activities proven to increase fluency by building accuracy and automaticity. Prentice Hall Literature, Penguin Edition provides leveled Reading Warm-up fluency passages for fluency practice, with instructions for the teacher on how to incorporate these resources into weekly lesson plans. Different levels of warm-ups ensure that appropriately lexiled passages are provided to accommodate students who are more than two years below level as well as students who are at or



slightly below level. With more than 120 fluency passages per grade, ample practice is provided to accelerate fluency and increase weekly goals as students progress toward the middle grades’ fluency goal range of reading 125-145 words per minute with 95% or greater accuracy.

Are ample practice materials and opportunities at appropriate reading levels (independent and/or instructional) provided?

X Leveled Vocabulary and Reading Warm-ups are available for each selection in the Teaching Resources Unit books. These non-fiction selections provide practice in vocabulary, fluency, and background for the selections. The On Your Own selections at the end of every unit in the Student Edition can be used for independent reading and to reinforce reading skills including high interest reading selections. Grade 6: p. 156, 342, 498

Are there opportunities to read narrative and expository text aloud?

X All selections can be read aloud at the teacher’s discretion. Each Extend Your Learning Listening and Speaking feature provides opportunities to read narrative and expository text. Grade 6: p. 29, 39, 189 Addition opportunities are offered in the Reader’s Notebooks.

Are research-based fluency strategies included (e.g., repeated readings, peer reading, tape-assisted reading, choral reading, student-adult reading)?

X Spanish/English Selection Summaries on Audio CD provides audio support for every selection. Summaries of each selection in the Student Edition provide a bridge to language proficiency

Vocabulary Instruction




Is there a component that incorporates reading and writing vocabulary?

X Vocabulary Builder Worksheets and Build Language Skills worksheets in the Teaching Resources provide opportunities to incorporate writing and vocabulary.

Is systematic and explicit instruction in morphemic analysis provided to support building word meaning through knowledge of root words, prefixes, and suffixes?

X In the Student Edition, Build Language Skills and Reading and Vocabulary Skills pages introduce vocabulary skills and provide an activity to reinforce learning of the skill. Grade 6: p. 253, 651, 680 In the Reader’s Notebooks, lessons on word roots, prefixes, and suffixes are presented. (V2-7). Word Study cards help students break big words into their parts.

Is high level terminology used to bring richness of language to the classroom?

X Vocabulary is based on authentic literature. See Table of Contents

Are there ample activities provided to practice writing vocabulary in context?

X Vocabulary Builder Worksheets and Build Language Skills worksheets in the Teaching Resources provide opportunities to incorporate writing and vocabulary.

Are there opportunities for wide independent reading?

X The On Your Own selections at the end of every unit in the Student Edition can be used for independent reading and to reinforce reading skills including high interest reading selections. Grade 6: p. 156

Is there repeated exposure to vocabulary in many contexts?

X Selection Vocabulary consists of specific words chosen from the reading selections to help develop students’ general word knowledge.

• Vocabulary Builder on the Build Skills page introduces the new vocabulary words students will encounter as they read. Words are defined with a page reference and a sample sentence.

• Words are defined at point of use in the selection to minimize interruptions and help



struggling readers. • Vocabulary Development at point of use in

the Teacher’s Edition provides suggestions to facilitate classroom instruction. P. 254, 256, 258

• Students practice and apply the new selection vocabulary as part of the Apply the Skills review.

• Additional vocabulary is found in the Teaching Resources.

Grade 6: p. 66, 90, 175

Vocabulary Development - Struggling readers and English learners need particular support in vocabulary development, such as word roots, prefixes, and suffixes. Grade 6: p. 89, 175, 365 Where you’ll find Vocabulary Skills instruction

• The Reading and Vocabulary Skills Preview at the start of each Part introduces the vocabulary skill and gives students an opportunity to practice.

• The Build Language Skills after each selection pair

Grade 6: p. 202, 224, 400 Reading and Vocabulary Skills Review at the end of each Part Grade 6: p. 244, 328, 422

There are 50 pages of interactive vocabulary-building tools in the Reader’s Notebooks.

Is there frequent use of teacher read alouds using engaging books with

X Teacher Read alouds are at the discretion of the teacher. Examples: p. 439, 447 Dramatic Reading Repetition Opportunities in the Reader’s Notebook for



embedded explanation and instruction? read alouds are available. Is diverse vocabulary through listening and reading stories and informational text provided?

X Diverse vocabulary is integrated throughout all the different types of selections in the program. Margin notes and pre-reading activities in the Reader’s Notebooks focus on the understanding of diverse vocabulary. Key terms are defined within the Reading Skills in the informational text. Key terms are defined within the Reading Skills in the informational text. Grade 6: 174, 252, 328

Are a limited number of words selected for robust, explicit vocabulary instruction?



• Words are defined at point of use in the selection to minimize interruptions and help struggling readers.

• Vocabulary Development at point of use in the Teacher’s Edition provides suggestions to facilitate classroom instruction.

P.456, 462, 464 • Students practice and apply the new selection

vocabulary as part of the Apply the Skills review.

• Additional vocabulary is found in the Teaching Resources.

Grade 6: p. 66, 90, 176 Do sources of vocabulary instruction include words from read aloud stories, words from core reading programs, words from reading intervention programs, and

X A variety of sources are used for vocabulary instruction: core selections, Reading and Vocabulary Warm Ups in the Unit Resources, and Reading Informational Material selections. Academic Vocabulary is introduced for all



words from content area instruction? selections in the Reading and Vocabulary Preview. Are only important (words needed to know to understand a concept or text), useful (words that may be encountered many times), and difficult words (multiple meanings, idioms) taught?



Other words are footnoted within the selection. Are vocabulary words reviewed cumulatively? For example; are words selected for instruction that are unknown, critical to passage understanding, and likely to be encountered in the future?

X Reading and Vocabulary Review pages review reading skills and vocabulary cumulatively at the end of each part in every unit. Grade 6: p. 244, 328, 422 Selection Tests in the Teaching Resources are used for review.

Are ample opportunities to engage in oral vocabulary activities provided?

X Apply the Skills features provide opportunities to engage in oral as well as written vocabulary activities. They provide assessment for the selections with leveled questions from simple recall to critical thinking. Grade 6: p. 266, 276, 292

Are student-friendly explanations as well as dictionary definitions used?

X Revised definitions provide student-friendly definitions in the Vocabulary Builder feature. Page references and usage in a sentence is provided to pre-teach vocabulary and then within a selection, vocabulary terms are defined at point of use. Grade 6: p. 66, 90, 176

Are word-learning strategies taught? X Word learning strategies are taught in the Build Language Skills feature. Grade 6: p. 202, 224, 400

Does the instructional routine for vocabulary include: introducing the word,

X Vocabulary Builder on the Build Skills page introduces the new vocabulary words students will encounter as



presenting a student-friendly explanation, illustrating the word with examples, and checking the students’ understanding?

they read. Words are defined with a page reference and a sample sentence. Vocabulary terms are then defined at point of use. Students practice and apply the new selection vocabulary as part of the Apply the Skills review. Vocabulary Builder Worksheets in the Teaching Resources provide additional opportunities to use strategies.

Are ample opportunities to use word-learning strategies provided?

X Vocabulary Builder on the Build Skills page introduces the new vocabulary words students will encounter as they read. Words are defined with a page reference and a sample sentence. Vocabulary Development at point of use in the Teacher’s Edition provides suggestions to facilitate classroom instruction. Students practice and apply the new selection vocabulary as part of the Apply the Skills review. Vocabulary Builder Worksheets in the Teaching Resources provide additional opportunities to use strategies.

Is word awareness introduced through the use of word walls, vocabulary logs, and practice activities which are engaging, provide multiple exposures, encourage deep processing and connect word meaning to prior knowledge.

X Vocabulary Development at point of use in the Teacher’s Edition provides suggestions to facilitate classroom instruction. Vocabulary Knowledge Rating charts encourage processing. Grade 6: 380, 386, 420 Vocabulary Builder activities and practice provide additional practice. Additional support for vocabulary is provided in the Turbo Vocabulary section of the Reader’s Notebooks with over 50 pages of activities.



Is vocabulary taught both directly and indirectly?

X Multiple opportunities in the Student Edition provide direct instruction of vocabulary. Nonfiction selections have indirect instruction. Reading and Vocabulary Warm-up Exercises in the Teaching Resources are examples of direct and indirect teaching. Side notes in the Reading Warm-ups guide students to complete activities.

Are rich contexts for vocabulary learning provided?

X Prentice Hall provides a diverse sampling of material to address differences in age, ethnicity, gender, and disabilities. Each unit focuses on a literary genre –Prentice Hall Literature grades 6-8 are organized by genre, in this order:

Unit 1: Fiction and Nonfiction Unit 2: Short Story Unit 3: Essays, Articles, and other Nonfiction Unit 4: Poetry Unit 5: Drama Unit 6: Themes in Folk Literature

(See Table of Contents) Are repetition and multiple exposures to vocabulary items prevalent?

X In addition to the pre-teaching of vocabulary, selection vocabulary at point of use, and post reinforcement, the Reading and Vocabulary Warm-ups and ancillary Worksheets provide multiple exposures to vocabulary.

Are vocabulary tasks restructured when necessary?

X In the Reading Kit vocabulary tasks are supported with:

• Reteach skills targeted in the Student Edition • After administering a Benchmark Test, an

Interpretation Chart helps you determine which Practice pages should be assigned to students.

After students complete the individualized Practice assignments, the Assess pages check mastery

Is computer technology used to help teach vocabulary?

X The Interactive Textbook provides point of use audio support with vocabulary read alouds



Comprehension Instruction

Characteristic Yes

No

Comments (e.g., specific examples, strengths, concerns, questions)

Is comprehension monitoring taught? X Frequent, systematic progress monitoring ensures results Prentice Hall Literature, Penguin Edition provides built-in, frequent and systematic progress monitoring and benchmarking to ensure results. Systematic diagnostic and progress monitoring assessments catch small problems before they become big ones, while built-in benchmarking tools ensure thorough skills and Standards coverage and evaluation. At the beginning of each part, a short diagnostic test determines student readiness for the skills and Standards to be covered. If students are missing specific skills and/or standards, remediation is provided. Progress monitoring occurs with every selection, while benchmarking assessments at predictable intervals ensure students are mastering content.



Is the use of multiple strategies prevalent? X Each Unit of Prentice Hall Literature is divided into two parts, both of which develop a specific set of skills. These skills are Standards-based and systematically sequenced, ensuring that students fully grasp concepts before moving on. Skills are covered via an ingenious pairing of selections that allows teachers to choose which selection is best suited to their students. Either selection fully develops the skills being taught, so you have freedom of choice without the fear of skipping a standard.

Are cooperative learning groups part of instruction? X Each Extend Your Learning Listening and Speaking feature provides opportunities for cooperative learning. Grade 6: p. 29, 39, 189 Classroom management strategies and tools are provided in the General Resources book including information on Literature Circles (p. 21-23).

Are frequent opportunities to answer and generate questions provided?

X Each Extend Your Learning Listening and Speaking feature provides opportunities for generating and answering questions. Grade 6: p. 29, 39, 189 Conducting an Interview provides opportunities to generate questions (p. 267)



Are graphic and semantic organizers, including story maps, used?

X

There are two versions of every graphic organizer from the student edition to model concepts and differentiate instruction. Teaching transparencies for every reading skill and literary analysis are available.

Are there ample opportunities to engage in discussions relating to the meanings of text?

X Communications Workshops provide opportunities to engage in discussions relating to the meaning of the text. Grade 6: p. 340, 496, 628 Each Extend Your Learning Listening and Speaking feature provides opportunities for discussions.

Are there ample opportunities to read narrative and expository text on independent and instructional levels?

X The For Further Reading feature at the end of every unit provides 4 related passages with different reading levels. Each selection provides:

• Opportunities for self-selected extended reading—connected by genre, theme, author.

• Something for everyone—consistently offers options for all reading ability levels (identified in TE)

• Teacher’s Edition identifies lexile scores for each option, when possible.

Grade 6: p. 155, 341, 497, R57

The On Your Own selections at the end of every unit in the Student



Edition can be used for independent reading and reinforcing reading skills. These readings are opportunities for self-selected extended reading—connected by genre, theme, and author. Grade 6: p. 156, 498, 630

Is explicit instruction in different text structures included? X Each unit focuses on a literary genre –Prentice Hall Literature grades 6-8 are organized by genre, in this order:

Unit 1: Fiction and Nonfiction Unit 2: Short Story Unit 3: Essays, Articles, and

other Nonfiction Unit 4: Poetry Unit 5: Drama

Unit 6: Themes in Folk Literature See Table of Contents

Are before, during and after reading comprehension strategies emphasized?

X Prentice Hall provides systematic teaching of reading skills.

• Students apply reading skills with every selection and with the Reading Informational Material feature in each part of the unit.

• Diagnostic Tests determine readiness to learn new skills.

• Frequent, embedded progress monitoring ensures that students “get it” before moving on.

Consistent reading instruction—before,



during, and after every selection helps all students become better readers

• Each part begins with a Reading and Vocabulary Skills Preview

Grade 6: p. 20, 174-175, 244

• Before Reading: The Build Skills page pre-teaches the reading skill for the selection.

Grade 6: p. 42, 90, 176

• During Reading: The single-column format allows for side column annotations at point of need to serve as a personal reading tutor.

Grade 6: p. 46, 182-183 After Reading: Apply the Skills

reinforces reading skills taught prior to reading.

Grade 6: p. 48, 58, 188-189

Is prior knowledge activated before reading? X Reading and Vocabulary Warm-ups in the Teaching Resources provide background information and vocabulary to be used before a selection is introduced.

Are ample opportunities provided to generate questions during reading to improve engagement with and processing of text?

X Each Extend Your Learning Listening and Speaking feature provides opportunities for generate questions.



Are there ample opportunities to employ a conceptual understanding of beginning, middle, and end in narrative text?

X Unit One Part One is devoted to instruction in the literary analysis PLOT. Examples: Grade 6: p. 22, 25, 27

Is learning to determine which strategy to use and why (metacognition) part of instruction?

X Monitor Your Progress features are formatted to provide practice of strategies. Grade 6: p. 145, 203, 225 Reading and Vocabulary Skills Review at the end of each Part to help determine strategies. Grade 6: p. 244, 328, 422

Are there connections made between previously learned strategies with new text?

X There are always 2 selections that reinforce a strategy so the second selection may be used to connect to a previously learned strategy. On Your Own readings may be used to reinforce the reading skills in the unit.

Are strategies applied for authentic purposes using appropriate text?

X Unit One is devoted to Fiction and Non- fiction. Unit 3 includes expository, reflective, and persuasive nonfiction. Each unit has a Reading Informational Material selection that is tied to the strategies that are introduced. See the alternate Table of Contents for Nonfiction and Informational texts (p.xxvi).

Is there an emphasis on creating independent strategic learners?

X Six units in the Student Edition each focus on a single literary genre. The unit’s parts further concentrate on one specific reading skill—such as making predictions or drawing inferences—with consistent practice and



reinforcement. Literary analysis skills are treated the same way. This emphasis focusing on skills will foster strategic learners.

Is strategy instruction cumulative over the course of the year?

X Prentice Hall provides systematic teaching of reading skills.

• Students apply reading skills with every selection and with the Reading Informational Material feature in each part of the unit.

• Diagnostic Tests determine readiness to learn new skills.

• Frequent, embedded progress monitoring ensures that students “get it” before moving on.

Consistent reading instruction—before, during, and after every selection helps all students become better readers • Each part begins with a

Reading and Vocabulary Skills Preview

Reading Strategies and Literary Analysis are introduced for the paired selections in the Build Skills pages before each selection in each of the 2 parts of every unit

Are there frequent opportunities to discuss story elements and compare stories?

X Build Skills pages introduce the Literary Analysis for the paired leveled selections. Grade 6: Literary



analysis p. 280, 366 Comparing Literary Works are integrated into the program within each part. See Table of Contents

Are elements of story grammar (setting, characters, important events, etc.) used for retelling a story?

X Build Skills pages introduce literary analysis skills. Grade 6: Character: p. 4, 638, 642 Setting: p. 4,168, 636

Are summarization strategies taught? X Summarizing is taught in Unit 6: Part 1. Grade 6: p. 650, 652, 655 Paraphrasing p. 572, 574,604

Are opportunities provided to interpret information from charts, graphs, tables, and diagrams and connect it to text?

X Predicting and Making Inferences are taught in Unit 1. Unit 5 teaches Drawing Conclusions Examples of interpreting information from diagrams include: Science Connection – Spider Web p. 110 Leaving the Nest: p. 442

Does text contain familiar concepts and vocabulary? X To see which selection meets the needs of your students, use the Accessibility at a Glance chart. The concept level of each selection is rated with a description. Lexiles are also provided as well as context, language, literary merit and an overall rating. Grade 6: TE p. 22a, 176a, 520a Concept Connectors in the TE wrap address familiar concepts using Anticipation Guides, Graphic Organizers, and Connecting to Literature strategies. Grade 6: p. 110, 442 A Literature in Context feature



connects a selection with a related concept or lesson from other disciplines, including Science and Social Studies. Grade 6: p. 110, 442

Are main idea strategies previously taught (e.g., using pictures, then individual sentence, then paragraphs, etc.)

X Main ideas are taught in Unit 3 Part one. Each selection and Reading Informational Text in this part reinforces main idea strategies. Grade 6: 430, 432, 436

Are ample opportunities to employ main idea strategies using more complex texts, where main idea is not explicit provided?

X On Your Own readings may be used to reinforce the reading skills main idea in Unit 3. P. 156, 498, 630 Worksheets provide opportunities to practice all reading skills in the Unit Resources.

Listening Comprehension


Is there an element of the program that requires students to follow specific oral directions in order to perform or complete written activities?

X Communication Workshops provide opportunities for



students to follow oral directions. Other examples of oral direction include:

Dramatic reading p. 95, 103 Conducting an interview p. 267

Are ample opportunities to utilize listening comprehension strategies provided?

X Communications Workshops

Each grade level provides six unit-level workshops to present in-depth instruction in speaking and listening

Grade 6: p.340, 496, 628

Are there ample opportunities to listen to a variety of text structures? X Listening to Literature Audio provides recordings of all the selections in PH Literature. Spanish/English Selection Summaries on Audio CD provides audio support for every selection. Summaries of each selection in the Student Edition provide a bridge to language proficiency.



Are there ample opportunities to use reflective (describing feelings/emotions that accompany what is said instead of information given) and responsive listening skills (e.g., repeating, paraphrasing, summarizing, questioning for elaboration and/or clarification) to make connections and build on ideas of the author?

X Extend Your Learning Listening and Speaking activities provide opportunities to use reflective and responsive skills. Grade 6: p. 29, 39, 189

Motivation and Engagement


Is there a component of the program that fosters intrinsic motivation in students (e.g., student selection of books, various genres of book titles, multicultural/international book titles)?

X The For Further Reading feature at the end of every unit provides 4 related passages with different reading levels. Each selection provides:

• Opportunities for self-selected extended reading—



connected by genre, theme, author.

• Something for everyone—consistently offers options for all reading ability levels (identified in TE)

• Teacher’s Edition identifies lexile scores for each option, when possible.

Grade 6: p. 155, 341, 497, R57

The On Your Own selections at the end of every unit in the Student Edition can be used for independent reading and reinforcing reading skills. These readings are opportunities for self-selected extended reading—connected by genre, theme, and author. Grade 6: p. 156, 498, 630

Are there clear content goals for supporting intrinsic reading motivation? X Motivation notes in the Teacher Edition Wrap for



each selection reinforces reading motivation. P. 44, 51, 68 The Build Understanding pages provide background on the author and the selection. Grade 6: 91, 96, 107 Routines for instruction before each selection support intrinsic reading motivation by ensuring that students learn to make connections, activate prior knowledge, and build background. Features in the student edition are supported with Teacher Edition notes that model these habits of good readers. Within the selection, questions are provided to help students set and adjust their purposes for reading. At the end of each selection, activities in research and technology and listening and speaking provide opportunities for students to integrate themes and new knowledge in relevant and engaging applications.



Is there a component of the program that fosters extrinsic motivation in students (e.g., external recognition, rewards or incentives)?

X Connecting to the Literature features before each selection in the student edition provide students with incentives to read the selection: By connecting the theme or topic of the selection to students’ experiences, this feature makes each selection relevant to the student and gives the student an incentive for reading it. At the end of each part, the Reading and Vocabulary Review allows students to measure their own performance on skills, encouraging students to take ownership of their learning by checking their performance before taking the benchmark tests. In addition, on-line self tests give students immediate electronic feedback and motivate them to practice and improve their scores. Throughout the program, the Teacher Edition provides suggestions for motivating students and



recognizing positive performance. Finally, the “On Your Own” selections are provided at the end of each unit. These high-interest selections are provided as a reward—a chance for students to read for enjoyment after completing their assignments in the unit.

Are there ample opportunities for students to engage in group activities (social motivation)?

X Extend Your Learning Listening and Speaking activities provide opportunities to engage in group activities. Grade 6: p. 29, 39, 189

Are there personal learning goals provided for reading tasks X In the General Resources a Reading Strategy Inventory helps analyze reading habits and helps set goals. There are Independent Reading Guides for Novels, Short Stories, Nonfiction that help clarify understanding of and responses to each reading format.

Are students given immediate feedback on reading progress? X Reading checks throughout each selection test factual recall as



students read. Grade 6: p. 183, 185, 191 The Companion Website- www.phschool.com provides online student resources, links and assessment activities with immediate feedback.

Assessment (refer to chart: Diagnostic Instruments Appropriate for Primary and Secondary Levels found in Reviewer

Guidelines for FCRR Reports)


Is rigorous assessment included in the program? X Prentice Hall Literature provides a balanced approach to Formative and Summative classroom assessment with a variety of activities such as self-assessment, quizzes, multiple choice, short answer, essay, oral interpretation, and project-based assessments.

Is formative evaluation included? X Literary Analysis, CriticalViewing, Reading Checks and Reading Skill in the minor


http://www.phschool.com


column of each selection promote Formative Assessment. Because each skill and standard that is taught in Prentice Hall Literature is also assessed at frequent, predictable intervals, teachers have a means to benchmark their students’ skills mastery every 3 weeks, rather than every 9 or 18 weeks, thus catching small learning problems before they become big ones. Of course, the Teacher Express lesson planner lets teachers choose the benchmarking intervals they prefer, whether every 3, 6, 9, or 18 weeks, providing the greatest flexibility in lesson planning. These electronic lesson plans identify Benchmarks that are being taught (or assessed) on any given day, and they automatically track when a Benchmark has been taught to grade level mastery.

Are the assessments instruments reliable and valid? X All assessments were written by professional test writers, who have previously worked on both state level and national standardized tests. Diagnostic



and benchmark tests have been reviewed by reading experts to ensure their reliability in determining reading levels and appropriate instructional assignments. Selection skills tests are provided at two reading levels to eliminate ambiguity of results. Using these assessments, teachers can clearly distinguish between skills deficiencies and deficiencies in automaticity and fluency. In addition, all test items on diagnostic, benchmark and selection tests have been reviewed for valid standards alignment. Sufficient test items are provided to provide statistically reliable performance results. Tests are currently being used in a year long program efficacy study being conducted by Claremont University.

Do the assessments measure progress in word analysis, fluency, vocabulary, and comprehension?

X Reading and Vocabulary Reviews focus on the skills taught in the part. The results of these test help check student readiness for the Benchmark Tests. Grade 6: p. 244, 328, 422



Do the assessments identify students who are at risk or already experiencing difficultly learning to read?

X Prentice Hall Success Tracker™ is an online Intervention System that helps teachers catch small problems before they become big ones. A fully automated, interactive online diagnostic and remediation system, it provides diagnosis, customized practice, and standards reporting.

Does assessment aid teachers in making individualized instruction decisions?

X Prentice Hall Success Tracker™ If remediation is required, students automatically receive a recommended list of assignments to ensure they have the skills necessary to complete the unit.

Does the program provide teacher guidance in response to assessment results?

X An easy-to-use reportingsystem lets teachers see at a glance how students are progressing and helps teachers document adequate yearly progress. These reports give teachers the data they need to make decisions that will positively affect student performance on high stakes assessments.

Professional Development for the Reading Program




Is there adequate time offered for teachers to learn new concepts and practice what they have learned (before implementation)?

X Prentice Hall takes great pride in servicing the schools using our programs. As part of our commitment, we guarantee the following upon adoption of Prentice Hall Literature, Penguin Edition. •Distribute Core Teaching Material during the summer for teacher preparation. •Provide orientation to all components of the program at your school district’s convenience. •Provide ongoing in-service for new teachers and continued in-service for all teachers for the life of the adoption. •Customize professional staff development to meet your district’s needs. (Please see following catalog pages of staff development suggestions.) •Support your district’s staff development by offering professional consultants and authors.

Is there a plan for coaches, mentors, peers, or outside experts to provide feedback to teachers and follow up assistance as they put new concepts into practice?

X We are available at all times to provide information, answer questions, and coordinate services for your district. We look forward to working with your school to provide quality service and programs that benefit your students. Prentice Hall will provide a variety of sessions to meet the needs of schools. Teacher training for Prentice Hall books and technology during the upcoming in-service season is available through our web site PHSchool.com.

Are teachers taught how to administer and interpret assessments that accompany the

X We have a staff development session that focuses on this. This workshop focuses on the special instructional



program? support in Prentice Hall Literature, Penguin Edition to prepare for success on the EOG or EOG Tests, as well as the Grade 7 and Grade 10 Writing Assessments. The workshop can focus on general test preparation or on a particular state assessment.

Is PD for the program customized to meet the varying needs of the participants (e.g., first year teachers, coaches, principals)?

X The Teacher’s Edition provides comprehensive, well organized, and easy-to-follow planning and instructional support. The built-in Time and Resource Manager is a unique planning tool that appears at the beginning of each selection, rather than one per unit as is found in most other texts. This planning tool provides an at-a-glance chart to help choose the selection that is right for your students. Included also are:

Lesson objectives Step-by-step teaching guide Lesson Pacing guide List of related resources and when to use

them Selection reading level Average number of instruction days needed

to complete the selection Grade 6: Time and Resource Manger P. 22a-b, 104a-b, 176a-b Differentiated Instruction boxes identify which resource to use for each selection. Teaching notes offer strategies, methods, and tools targeted specifically for different levels. Grade 6: p. 89, 91, 177 Margin notes provide strategies, tips, and examples of teaching skills. Vocabulary Development boxes in the teacher wrap offer a variety of strategies to expand student vocabulary.



Background information on selections provides interesting and motivational content.

Does the PD provide support (e.g., principal checklists, follow up in class modeling, a video/CD for teachers to view model lessons, prepared, printed teaching charts, graphs, transparencies) to facilitate application of content?

X Authors introduce the model selections and prepare students for key concepts and literary terms. Graphic organizers give teachers support for struggling readers. Author’s Insight notes accompany the model selection and enhance student understanding. The Listening to Literature audio program supports the Student Edition. Reader’s Notebooks customize instruction for every selection with reading support for on level, below level and ELL students. Leveled Vocabulary and Reading Warm ups for each selection build background, fluency and vocabulary. After each Reading and Vocabulary Skills Review, a reteach chart listing the question and the pages where instruction is located provides teacher support for students who need to review the skills and vocabulary associated with the part.

REFERENCES

The references below reflect sections B and C from the Reading First Guidance document prepared to assist school districts in Florida to apply for grants under the Reading First Program.

• Put Reading First: The Research Building Blocks for Teaching Children to Read, Kindergarten through Grade 3- September 2001

This publication was developed by the Center for the Improvement of Early Reading Achievement (CIERA) and was funded by the National Institute for Literacy through the Educational Research and Development Center Program. To order this publication, call 1-877-4-ED-PUBS. Downloads can be obtained at http://www.nifl.gov.


http://www.nifl.gov/


• Report of the National Reading Panel: Teaching Children to Read April 2000

The National Reading Panel Report outlines the most effective approaches to teaching children to read, the status of the research on reading, and reading instructional practices that are ready to be used by teachers in classrooms. Both the report and the congressional testimony are available on line and in hard copy. Call 1-800-228-8813 for more information, and reference publication number EX0114p.

• Preventing Reading Difficulties in Young Children December 1998

This landmark 1998 report of the National Research Council synthesizes the wealth of research on early reading development. It provides an integrated picture of how reading develops and how reading instruction should proceed. This book includes recommendations for practice and further research. Hardcover copies are available from the National Academy Press by calling 1-800-624-6242. Each book costs $35.95 plus shipping and handling.

• Starting Out Right: A Guide to Promoting Children’s Reading Success 1998

This guide, developed by the National Research Council, explains how children learn to read and how adults can help them. It provides ideas for the prevention of reading difficulties in early childhood and the primary grades. Copies are available from the National Academy Press by calling 1-800-624-6242. Each book costs $14.95 plus shipping and handling.

• How Should Reading Be Taught? By Keith Rayner, Barbara Foorman, Charles Perfetti, David Pesetsky, and

Mark Seidenberg. Published in the March 2002 issue of Scientific American.

This brief article provides an excellent overview of the basic research that supports the Reading First initiative. It is written in a way that is accessible to nontechnical personnel.

• Catch Them Before They Fall By Joseph Torgesen. Published in the Spring/Summer issue of American Educator, 1998.

This article provides a description of the essential elements and rationale of a school wide plan to prevent reading difficulties in young children.



• Teaching Reading is Rocket Science By Louisa Moats. Published by American Federation of Teachers, Washington, D.C. Call 202-393-5684 and ask for item number 372.

This brochure describes the essential knowledge and skill required to teach reading to children who experience difficulties learning to read. It also describes many of the basic research findings on which the Reading First initiative is based.

• A Consumer’s Guide to Evaluating a Core Reading Program Grades K-3: A Critical Elements Analysis. College of Education, University of Oregon. Deborah C. Simmons, Ph.D. and Edward J. Kame’enui, Ph.D. This guide can be accessed at www.myflorida.com/jrf.

A critical review of reading programs requires objective and in-depth analysis. For these reasons, they offer the following recommendations and procedures for analyzing critical elements of programs. First, they address questions regarding the importance and process of a core program. Following, they specify the criteria for program evaluation organized by grade level and reading dimensions. Further, they offer guidelines regarding instructional time, differentiated instruction, and assessment.

• Every Child Reading: A Professional Development Guide (2002). This guide can be accessed at http://www.learningfirst.org/readingguide.pdf This guide is a companion to Every Child Reading: An Action Plan and recommends criteria for high quality inservice professional development in reading.

• Learning First Alliance-Ewing Marion Kauffman Foundation at http://www.learningfirst.org/index.htm

The Learning First Alliance represents an unprecedented, self-initiated commitment by its members to work in concert to improve student learning. The Alliance will strive to deliver a common message to all parts of the education system, align priorities, share and disseminate success stories, encourage collaboration at every level, and work toward long-term systemic change based on solid research evidence.

• Hasbrouck, J., & Tindal, G. (2005). Oral Reading Fluency: 90 Years of Measurement (Tech. Rep. No. 33).

Eugene, Oregon: University of Oregon, College of Education, Behavioral Research and Teaching.


http://www.myflorida.com/jrf

http://www.learningfirst.org/readingguide.pdf

http://www.learningfirst.org/index.htm

http://brt.uoregon.edu/techreports/ORF_90Yrs_Intro_TechRpt33.pdf

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