Outcome Understand both the importance of

and the process used to align instruction to the Reading/English

Language Arts Voluntary State Curriculum.

Alignment Model 

Maryland Voluntary State CurriculumIntended Curriculum

  

 Maryland School Assessment Instructional ProgramAchieved Curriculum Delivered Curriculum

The Maryland State Department of Education (MSDE)

has aligned theMaryland School Assessment (MSA)

to the Voluntary State Curriculum (VSC)

in Reading.It is the job of the local school systems to align the daily instructional program to the VSC with

the help of MSDE. In order to do this, there must be a clear understanding of the VSC.

The complete VSC for Reading/ELA can be found on

the web at

http://www.mdk12.org/instruction/curriculum/reading/

index.html

In reading/ELA we have seven standards for grades PreK-8

1.0  General Reading Processes2.0  Comprehension of Informational Text3.0  Comprehension of Literary Text4.0  Writing5.0  Controlling Language6.0  Listening7.0  Speaking

How is the VSC labeled?

1.0 StandardA. Topic 1. Indicatora. Objective > Assessment Limit

To read the VSC you need to know:

1.0 General Reading Processes STANDARD

A. Phonemic AwarenessTOPIC

a. Tell whether sounds are same or different OBJECTIVE

Label the following:2.0 Comprehension of Informational Text

E. General Reading Comprehension

4. Determine important ideas and messages in informational text

a. Identify and explain the author’s/text’s purpose and intended audience

In the text or a portion of the text

General Reading Processes (1.0) has five topics:

A. Phonemic Awareness (Not assessed on MSA)B. Phonics (Assessed on MSA Gr. 3 &

4)C. Fluency (Not assessed on MSA)D. Vocabulary (Assessed on MSA Gr. 3-8)E. Comprehension (Assessed on MSA Gr. 3-8)

LEARNING TO READ 

Phonemic Awareness

Phonics CRACKING THE CODE

 + Fluency accuracy, rate, expression

predicts comprehensionVocabulary sounds to words 

 

Comprehension before, during, after

VSC PreK – 3 includes: 

READING TO LEARN

 Comprehension using the code to learn

(vocabulary)

 

before, during, after

VSC 3 - 8 includes: 

Only standards1.0 General Reading Processes

-- includes all of the reading skills and processes necessary for reading any text

2.0 Comprehension of Informational Text-- includes all of the reading skills and processes necessary for reading any content text

3.0 Comprehension of Literary Text-- includes all of the reading skills and processes for reading any type of literature

are assessed on MSA.

Reading for a PurposeStandards 2 and 3 in the VSC give the reading process a purpose.

These standards have only one topic which is comprehension and are assessed on MSA.

Reading for a Purpose

Standard 2.0: Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational texts. This standard is for all teachers.Programs in any content area could align to this standard.

Reading for a PurposeStudents are reading content material such as textbooks, trade books, reference materials, research, historical documents, periodicals, journals, biographies, newspapers, letters, and articles.

Students are reading functional documents such as sets of directions, science experiments, applications, forms and menus.

Reading for a Purpose

Standard 3.0: Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. This standard is for reading and English teachers.

Reading for a Purpose

•Students are reading literary text such as stories, folk tales, fairy tales, fantasy and fables.

Where to begin???

Central to the document

is the Reading Process

In the VSC it is found in:Standard 1.0: General Reading Processes

Kinds of text – all textBeforeDuring Strategic Reading Behaviors

After

Strategic Reading Behaviors(VSC-General Reading Processes:Standard 1.0)-No assessment limits

BEFORE DURINGPreview (title, illustrations, graphs, charts, photographs)

Reread, restate, revisit difficult parts

Set a purpose for reading Paraphrase important ideas

Predict and ask questions Visualize

Record important ideas (graphically organize information, note-taking strategies)

Connect to the text using prior knowledge/experiences

Skim for connections between ideasExplain personal connections

1.0 General Reading

Processes (After)•Main idea

•Directly stated

•Inferences

•Draw conclusions

•Prediction

•Paraphrase

•Summarize

•Connect to

personnel experience

2.0

Com

preh

ensi

on o

f Inf

orm

atio

nal T

ext

(con

tent

text

, fun

ctio

nal d

ocum

ents

, exp

osito

ry

text

)

3.0 Com

prehension of Literary T

ext

(narratives, drama, poem

s)

Strategic Reading Behaviors(After Reading)

2.0 Comprehension ofInformational Text

3.0 Comprehension ofLiterary Text

4c State and support main ideas and messages [p. 27 (Int.)]

6a Identify, explain, analyze main ideas and universal themes[p. 46 (Int.)]

4d Summarize or paraphrase the text or a portion of the text [p. 27 (Int.)]

6d Summarize the text [p. 47 (Int.)]

4g Draw conclusions, make generalizations, synthesize ideas to form new understanding [p. 28 (Int.)]

6f Explain implications of the text for the reader and/or society [p. 47 (Int.)]

4j Connect the text to prior knowledge and experience[p. 29 (Int.)]

6e Identify, reflect on, explain personal connections to the text[p. 47 (Int.)]

Only objectives with assessment limits can be

assessed on MSA.

Where won’t you find assessment limits in the

VSC?

Use the VSC to teach an after reading specific

skill:3.0 Comprehension of Literary Text 2. Analyze text features to facilitate understanding of

literary textb. Identify and explain how print features contribute to meaning

IllustrationsPunctuationPrint features

To achieve success with this indicator students must know the

following:AnalyzeIdentifyExplain IllustrationsPunctuationPrint featuresContributions to meaning

Teachers will use the “objective” in their

daily instruction keeping the

assessment limit in mind.

Levels of Cognitive DemandBloom Barrett

Literal KnowledgeComprehension

RecognitionRecall

Interpretive ApplicationAnalysisSynthesis

Inference

Critical Evaluation EvaluationAppreciation

Teachers must use thoughtful planning to move students through levels of cognitive demand Literal-identify the illustrations

Interpretive-explain how the author uses print features

Critical-analyze the author’s use of punctuation in helping you understand the text

Finally, daily instruction must include formative assessments

that:1) Tell the teacher if the

student understands2) Aligns to the VSC

A Model for Aligning Instruction

1. Identify the standard, indicator, objective, and assessment limit

2. Develop the lesson objective3. Develop the formative assessment

and sample exemplary response4. Explicit Instruction5. Identify before, during, and after

reading strategies

Outcome Understand both the importance of

and the process used to align instruction to the Reading/English

Language Arts Voluntary State Curriculum.