2.11 RAGuide To Curriculum Planning in Reading

Reading Curriculum Guide
Deerfield Community School
Spring 2010
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Table of Contents
For one who reads, there is no limit to the number of lives that may be lived, for fiction, biography, and history offer an inexhaustible number of lives in many parts of the world, in all periods of time.
Louis LAmour
I.
Guiding Principlespage 3
II.
Essential Environment..page 4
III.
Essential Actions..page 5
IV.
Essential Understandings: Overview and New Hampshire Grade Level Expectations for Reading.page 6
V.
Research and Presentationpage 25
VI.
Instructional Practices and Resource..page 34
VII.
Assessment..page 38
VIII. Appendices
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Introduction Guiding Principles

Without books, history is silent, literature dumb, science crippled, thought and speculation at a standstill.
Barbara Tuchman (1912-89)
The reading curriculum was developed by the faculty of the Deerfield Community School (DCS) and is based on the New Hampshire Grade Level Expectations (GLEs) for Reading. In order to provide greater understanding of the state standards, the DCS teachers analyzed and explicated the Grade Level Expectations for each grade level. The concepts, skills, and big ideas, or essential understandings, to be taught at each grade level, are carefully outlined and are part of section IV. Essential Understandings, in this curriculum. The ability to read is essential for students to succeed as learners, both in school and throughout their lives. Our goal is for all students at Deerfield Community School to become proficient readers and life long learners. To develop as readers they must integrate the five dimensions of reading: phonemic awareness, phonics, fluency, vocabulary and text comprehension. To integrate these skills, students read quality literature and non-fiction texts that reinforce other content areas in the school curriculum. Our curriculum has a foundation of common beliefs that underlie our instruction. Every book read aloud, every reading lesson, every book discussion, and every homework assignment should have these beliefs at its core. Good readers develop through exposure to daily literacy instruction, which is explicit, systematic, and in context. Good readers must be able to think critically about a variety of complex texts including literary, informational, and practical. Good readers employ multiple strategies and processes to understand the written word. Good readers make choices for reading that are wide and varied. Good readers are positive about their ability to learn to read.
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Essential Environment
An Essential Environment supports learners as they develop into proficient readers. It consists of much more than bookshelves bulging with books. Teachers and students share the responsibility of creating a classroom community where all will feel safe to take academic risks. In this community, books are cherished and respected. Children are encouraged to explore and expand their knowledge of literacy. Children are immersed in a literate culture, which includes the study of genres, text structure, and comprehension and decoding strategies. Immersion Learners need to be immersed in text of all kinds. Children are read to on a daily basis. Children are reading individually, in small groups and in whole class settings. Literature connections are made between content areas. There are exceptional picture books and novels to support almost any topic. Children read at school and at home. They practice reading out loud regularly. Reading orally develops reading fluency and is a necessary life skill. Time is given to browse in libraries. Author and illustrator studies are essential parts of literature study. Children read to serve a wide variety of purposes. Our goal as teachers and parents is to create a literate environment where all children are engaged with text. Responsibility Having choice helps to create and sustain interest in reading but it is also a responsibility. Teachers have the responsibility of matching books to the instructional and interest level of each child. Children need to be taught how to select appropriate reading material and then given the responsibility to choose their own text for independent reading. Teachers also have the responsibility to provide direct instruction to teach specific reading skills and strategies, appropriate to the needs of the child as well as the grade level expectations. Expectations We have high expectations of our students and empower them to probe ideas further, and challenge their understandings. Assessment is the first step and should drive each teachers reading instruction. Each teacher has the responsibility to know the reading needs of their students. Instructional decisions are based on students needs. Students should leave Deerfield Community School as proficient readers, prepared to find answers to their questions in varied texts, including on-line resources. It is expected that our students will become lifelong readers. Modeling Teachers need to model the many uses of reading. We must model decoding and comprehension skills and strategies and require students to practice and use these skills independently. Teachers constantly model what good readers do and point out text features and word patterns as they read. Students need to be shown how to decode and respond and think about their reading. Validation Learners must receive feedback about their reading choices, reading goals and reading development. Responses must be relevant, appropriate, timely, and non-threatening. Mistakes are essential for learning to occur. Learners need time and opportunity to use, employ, and practice their reading skills in realistic and functional ways.
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Essential Actions
The following actions are critical to our students reading development and will support lifelong reading. They apply equally to all grade levels and subject areas.
Students will:
-Receive Direct, Explicit Reading Instruction: Instruction should include a mix of direct skills instruction and whole text reading, writing, and talking. Direct skills instruction includes phonemic awareness, phonics, fluency, vocabulary, and comprehension, as appropriate to their level. Students should spend a lot of time learning the skills of reading and writing within the context of engaging and meaningful activities. Timely assessment drives effective instruction. Key to providing responsive instruction is assessing students reading skills. All students, including struggling readers, need access to rigorous instruction. We use a three-tiered model of instruction and intervention to provide students with different learning needs the time and attention to get them where they need to be: Tier One: Core Instruction All students receive daily, direct, focused instruction on the grade level curriculum. Tier Two: Supplemental Targeted Instruction (small groups) Some students receive targeted instruction and/or support from expert teachers. This targeted instruction is in addition to the core instruction. Tier Three: Intensive Instruction (very small groups or one on one) Some students receive very intensive instruction that addresses specifically determined needs. (See Response to Intervention, RtI, in the Assessment section.) -Plan Their Purpose Students explore a range of reading materials to locate appropriate texts to suit their individual needs. They develop an awareness of sources of reading materials, such as libraries, bookstores, Internet, etc. and are encouraged to seek out a range of materials. With guidance, they develop the ability to select and/or reject texts based upon their needs or purposes for reading. -Read Widely and Read Often Students experience all genres, across subject areas to understand the range of material available to them. Focused literature study helps readers to recognize elements of written materials, and supports their comprehension. Students read independently, read with partners, and participate in large and small group instruction. Through these experiences, readers form connections with the text, to other texts, and to the world. -Respond to Reading Students respond to reading in a variety of ways: oral response/discussion, dramatic renditions, artistic, musical, technological, multi-media, etc. This is purposeful activity, planned to deepen comprehension. Readers must also have opportunities to share literature/reading experiences, sharing their thoughts, and interacting with others relative to their reading. Interaction promotes deeper understanding and expands comprehension.
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Essential Understandings
Reading words without understanding is a string of meaningless noise. -Don Holdaway The Reading GLEs for each grade level comprise The Essential Understandings section of this curriculum guide. This section details the elements of reading we want children to learn, practice and master, based on the findings from scientifically based research in reading instruction. Also, included is a summary of the reading GLEs for each grade level. Each grade level developed a timeline that outlines when each GLE will be taught. These timelines are working documents that may change from year to year. The GLEs remain consistent, but when they are taught and the materials used to teach them may change over time. Research states that literacy instruction should include the following five areas: phonemic awareness (K-2), phonics (K-6), fluency (K-8), vocabulary and comprehension (K-8). These understandings are integrated - woven tightly together. The goal for our students is to master all five dimensions. Although reading research focuses on the five dimensions of reading, the GLEs include an important prerequisite skill for early literacy, an understanding of concepts of print. Emergent readers need to understand the following: - Print conveys meaning - 1:1 matching speech to print - The difference between letter, word, sentence, story - Print moves from left to right, top to bottom with return sweep
Five Dimensions of Reading

Phonemic Awareness The ability to think about, notice, and work with individual sounds in spoken words. Successful readers can: -Identify and make rhymes -Identify and work with syllables -Hear similarities in sounds and words -Blending sounds to make a word -Segmenting words into separate sounds -Isolating sounds in a word Phonics The relationship between letters of written language and the individual sounds of spoken language Alphabetic Principle Successful readers can: -Recognize letters and features of letters -Recognize sounds associated with the letters -Understand there is a consistent relationship between letters and corresponding sounds. -Recognize spelling patterns/word families -Understand directionality - left to right (sound sequence in words) -Understand one-to-one matching, speech to print -Understand features of words - vowels in each syllable -Understand word analysis - that there are words within words, root words and affixes, and compound words Fluency The ability to read a text accurately and quickly Successful readers can: -Recognize words instantly without sounding out -Recognize words despite graphic or contextual differences -Read grade level text with 95% accuracy
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Vocabulary Words we must know to communicate effectively and comprehend text Successful readers can: -Use information from word parts to determine the meanings of words in text -Use context clues to determine word meanings -Use dictionaries and other reference aids to learn word meanings and deepen knowledge of word meanings -Recognize multiple meanings of words homographs/homophones -Recognize figurative language: idioms, similes, metaphors Text Comprehension The reason for reading! An active and purposeful process by which the reader gains meaning from the text Successful readers can: -Use prior knowledge that helps govern storage and retrieval of images, meaning, information -Use personal experiences that relate to the text -Use world knowledge that relates to the text -Use knowledge of other related text -Identify authors purpose and audience -Identify, generate, and connect main or central ideas -Determine importance, summarize -Predict, re-tell, and sequence events -Recognize story structure literary elements -Recognize structures in informational text -Recognize theme -Monitor for meaning: detect miscues, reread to clarify -Create and use mental images -Use questioning to further understanding of text -Infer meaning We integrate phonics and comprehension by teaching students to use these additional strategies: -Use pictures to predict the meaning and words of text -Use visual word recognition strategies -Use known words to predict a word -Use beginning letter -Use chunking Text Complexity In the classroom students apply and practice a variety of reading strategies, for different purposes and with different text types. It is paramount that: -Each grade level uses grade appropriate texts. We have a multiple copy collections for primary grades as well as grades 3-8. -Text complexity increases with each grade level. Genres covered at each grade level are consistent with the NH Reading GLEs (See Appendix F: A Discussion of Increasing Text Complexity)
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Summary of Reading GLEs for Kindergarten

Phonemic Awareness and Phonological Knowledge Blend and segment syllables and onset-rimes Isolate phonemes in single syllable words Recognize pairs of rhyming words Concepts of Print Distinguish between printed letters and words Follow text with finger pointing demonstrating left to right and top to bottom directionality Identify first and last parts of a word Identify key parts of a book: front, back, print, illustrations Word Identification Skills and Strategies Demonstrate a basic understanding of how the letters of phonetically regular words represent their sounds Read high frequency words Recognize and name all upper and lower case letters Identify the primary sounds represented by most letters Vocabulary Strategies Use prior knowledge, context clues and questioning to unlock meaning Identify synonyms and antonyms Demonstrate knowledge of basic concepts of position, space and time Organize words by categories Initial Understanding Literary Text Identify characters in a story Respond to simple questions about a books content Generating questions during reading
Analysis and Interpretation of Literary Text Make predictions about what might happen next Identify characteristics of the main characters Compare stories to other texts, to personal experience, to prior knowledge Initial Understanding of Informational Text Obtain information using text features Use explicitly stated information to answer questions Generate questions during read alouds
Analysis and Interpretation of Informational Text Tell what was learned Make basic inferences Strategies for Monitoring and Adjusting Reading Comprehension Notice when simple sentences fail to make sense Use pictures, syntax or repetitive language patterns to help predict upcoming words Use reading comprehension strategies while listening to literary or informational text Read Extensively and In Depth Self select reading material aligned with reading ability and personal interest Participate in discussion about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to comments and recommendations of peers, teachers, librarians and others
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Summary of Reading GLEs for First Grade

Phonemic Awareness and Phonological Awareness Blend and segment syllables and onset-rimes Blend and segment phonemes in one syllable words Isolate phonemes in single syllable words Delete phonemes in one syllable words Produce pairs of rhyming words Count syllables in 1-4 syllable words Concepts of Print Identify title, author and illustrator Identify punctuation marks and their usage Demonstrate 1-1 matching of words spoken to words in print Reading Fluency and Accuracy Read material appropriate for end of first grade with at least 90-94% accuracy Read previously read grade appropriate texts with oral reading fluency rates of 5080 words correct per minute Read grade appropriate text in a way that make meaning clear, and demonstrates phrasing, expression and attention to punctuation Word Identification Skills and Strategies Sound out regularly spelled one syllable or two syllable words using letter sound correspondence knowledge Read regularly spelled one or two syllable words using knowledge of sound and letter patterns including common endings Read grade level appropriate words in connected text Read grade appropriate high frequency words Vocabulary Strategies Use strategies to unlock meaning Identify synonyms and antonyms to connect new words to known words Select appropriate words to use in context Describe words in terms of categories, function or features Initial Understanding of Literacy Text Identify characters or setting in a story Respond to simple questions about a books content Retell the beginning, middle and end of a story Generate questions before, during and after reading Distinguish between literary and informational text Identify literary devices as appropriate to genre: rhyme, repeated language
Analysis and Interpretation of Literary Text Make predictions about what might happen next, and tell why the prediction was made Identify physical characteristics, personality traits, or possible motives of main characters Make inferences about the text Compare stories or other texts to personal experience, prior knowledge or other texts Initial Understanding of Informational Text Obtain information using text features Use explicitly stated information to answer questions Generate questions before, during and after reading Distinguish between literary and informational text
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Analysis and Interpretation of Informational Text Tell what was learned Identify the topic of the text or explain the title Make basic inferences or draw basic conclusions and explain your reasons Identify facts presented in the text Strategies for Monitoring and Adjusting Reading Comprehension Monitor own reading for meaning and self correct when attempt to identify or predict the word does not fit with cues provided by the print or the context Use reading comprehension strategies while reading or listening to literary or informational text Read Extensively and In Depth Read with frequency, including in-school, out of school and summer reading Read from a wide range of genres and a variety of authors Self select reading material aligned with reading ability and personal interest Participate in discussion about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to comments and recommendations of peers, teachers, librarians and others
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Summary of Reading GLEs for Second Grade

Phonemic Awareness and Phonological Knowledge Blending and segmenting phonemes in more complex one-syllabe words which may include combinations of blends and diagraphs Blending and segmenting phonemes in one syllable words Isolating phonemes in single syllable words Deleting phonemes in one-syllable words Producing pairs of rhyming words Counting syllables in 1 to 4-syllable words Concepts of Print Identify title, author, illustrator Identify punctuation marks and their usage Demonstrate 1-1 matching of words spoken to words in print Reading Fluency and Accuracy Accuracy: Read material appropriate for the end of grade 2 with at least 90-94% accuracy Fluency: Read grade appropriate text with oral reading fluency rates of at least 80100 words per minute Fluency: Read grade appropriate text in a way that makes meaning clear, demonstrates phrasing, expression, and attention to punctuation Word Identification Skills and Strategies Identify regularly spelled multi-syllabic words by using knowledge of sounds, syllable types or word patterns, including most common spellings for consonants, vowels and common suffixes -NECAP Read regularly spelled one or two syllable words using knowledge of sounds and letter patterns Read grade level appropriate words in connected text with automaticity Read grade appropriate high frequency words including irregularly spelled words Vocabulary Strategies Use strategies to unlock meaning (knowledge of word structure and comprehension strategies) Breadth of Vocabulary Identify synonyms, antonyms and categorize words -NECAP Select appropriate words to use in context, including words specific to the content of the text -NECAP Initial Understanding of Literary Text Identify or describe characters, setting, problem solution or major events as appropriate to text NECAP Sequence key events in order as appropriate to text Retell the key elements of a story Generate questions before, during and after reading to enhance recall, expand understanding and gain new information Distinguish among a variety of types of texts Identify literary device as appropriate to genre: rhyme, repeated language or dialogue
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Analysis and Interpretation of Literary Text Make logical predictions NECAP Identify relevant physical characteristics or personality traits of main character NECAP Make basic inferences about the problem or solution NECAP Identify authors basic message Identify possible motives of main character Recognize explicitly stated causes or effects Compare stories or other texts to related personal experieince, prior knowledge or other texts Initial Understanding of Informational Text Obtain information from text features such as such as table of contents, glossary charts, graphs, diagrams, or illustrations NECAP Using explicitly stated information to answer questions -NECAP Locate and record information to show understanding when given an organizational format Generate questions before, during and after reading to enhance recall, expand understanding or gain new information Distinguish among a variety of types of texts Analysis and Interpretation of Informational Text Connect information within a text -NECAP Recognize generalizations about texts, such as appropriate titles or main/central idea -NECAP Make basic inferences or draw basic conclusions -NECAP Identify facts presented in text Make inferences about causes or effects when signal words are present NECAP Strategies for Monitoring and Adjusting Reading Comprehension Strategies Use a range of self monitoring and self correction approaches Use comprehension strategies while reading or listening to literary and informational text Reading Extensively and In Depth Read with frequency, including in-school, out of school, and summer reading Read from a wide range of genres/kinds of texts and a variety of authors Self select reading materials aligned with reading ability and personal interest Participate in discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials and responding to the comments and recommendations of peers, teachers, librarians and others.
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Summary of Reading GLEs for Third Grade

Reading Fluency and Accuracy Accuracy: Read material appropriate for grade 3 with at least 90-94% accuracy Fluency: Reading with oral reading fluency rates of at least 90-120 words correct per minute Fluency: Read familiar text with phrasing and expression and with attention to text features such as punctuation, italics and dialogue Word Identification Skills and Strategies Identifies multi-syllabic words by using knowledge of sounds, syllable types, or word patterns including prefixes, suffixes or variant spellings for consonants or vowels NECAP Read regularly spelled multi-syllabic words by using knowledge of sounds, syllable types or word patterns Read grade-level appropriate words (in connected text) with automaticity Read grade appropriate, high frequency words including irregularly spelled words Vocabulary Strategies Use strategies to unlock meaning (prior knowledge, word structure, context clues or other resources) -NECAP Breadth of Vocabulary Identify synonyms, antonyms or homonyms/homophones; or categorize words NECAP Select appropriate words to use in context, including content specific vocabulary or words with multiple meanings NECAP Initial Understanding of Literary Text Identify or describe characters, setting, problem/solution, major events or plot as appropriate to text NECAP Paraphrase or summarize key ideas/plot, with events sequenced as appropriate to text NECAP Generate questions before, during, and after reading to enhance recall, expand understanding and/or gain new information Identify the characteristics of a variety of types of texts Identify literary devices as appropriate to genre: rhyme, alliteration, dialogue, or description Analysis and Interpretation of Literary Texts/Citing Evidence Make logical predictions -NECAP Describe main characters physical characteristics or personality traits; or provide examples of thoughts, words, or actions that reveal characters personality traits NECAP Make basic inferences about problem, conflict, or solution (cause and effect) NECAP Identify who is telling the story Identify the authors basic message NECAP Identify possible motives of characters Recognize explicitly stated cause and effect Recognizing the use of literary elements and devices (imagery, exaggeration) to interpret intended meanings Compare stories or other texts to related personal experience, prior knowledge or to other books
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Initial Understanding of Informational Text Obtain information from text features NECAP Use information from the text to answer questions related to explicitly stated main/central ideas or details NECAP Organize information to show understanding NECAP Generate questions before, during and after reading to enhance recall, expand understanding and or gain new information Identify the characteristics of a variety of types of texts including reference and practical/functional texts Analysis and Interpretation of Informational Text/Citing Evidence Connect information within a text -NECAP Recognize generalizations about text -NECAP Make basic inferences, draw basic conclusions, or form judgments/opinions about central ideas that are relevant -NECAP Distinguish fact from opinion -NECAP Make inferences about causes or effects NECAP Strategies for Monitoring and Adjusting Reading Comprehension Strategies Use a range of self monitoring and self correction approaches Use strategies before, during and after reading literary and informational text Reads Extensively and In Depth Read with frequency, including in-school, out of school and summer reading Read from a wide range of genres/kinds of text and a variety of authors Reading multiple texts for depth of understanding an author or genre Self select reading materials aligned with reading ability and personal interest Participate in discussion about text, ideas, and student writing, by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers and others
Reading for Research Across Content Area Use sources provided Evaluate information presented in terms of relevance Gather information and use a given structure to organize it Use evidence to support conclusions
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Summary of GLEs for Fourth Grade

Reading Fluency and Accuracy Accuracy: Read material appropriate for grade 4 with at least 90-94% accuracy Fluency: Reading with oral reading fluency rates of at least 115-140 words correct per minute Fluency: Read familiar text with phrasing and expression and with attention to text features such as punctuation, italics and dialogue Word Identification Skills and Strategies Identifies multi-syllabic words by using knowledge of sounds, six syllable types/syllabic division, or word patterns including prefixes, suffixes or variant spellings for consonants or vowels Read regularly spelled multi-syllabic words by using knowledge of sounds, syllable types or word patterns Read grade-level appropriate words (in connected text) with automaticity Read grade appropriate, high frequency words including irregularly spelled words Vocabulary Strategies Use strategies to unlock meaning (prior knowledge, word structure, context clues or other resources) -NECAP Breadth of Vocabulary Identify synonyms, antonyms, homonyms/homophones or shades of meaning NECAP Selecting appropriate words to use in context, including content specific vocabulary, words with multiple meanings or precise vocabulary NECAP Initial Understanding of Literary Text Identify or describe characters, setting, problem/solution, major events or plot, as appropriate to text; or identify any significant changes in character over time NECAP Paraphrase or summarize key ideas/plot, with major events sequenced, as appropriate to text NECAP Generate questions before, during, and after reading to enhance recall, expand understanding and/or gain new information Identify the characteristics for a variety of types of literary texts Identify literary devices as appropriate to genre: rhyme, alliteration, simile, description, or dialogue Analysis and Interpretation of Literary Texts/Citing Evidence Make logical predictions -NECAP Describe main characters physical characteristics or personality traits; or provide examples of thoughts, words, or actions that reveal characters personality traits NECAP Make inferences about problem, conflict, or solution -NECAP Identify who is telling the story -NECAP Identify the authors message or theme NECAP Identify causes or effects, including possible motives of characters Demonstrate knowledge of use of literary elements and devices to interpret intended meanings Compare stories or other texts to related personal experience, prior knowledge or to other books
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Initial Understanding of Informational Text Obtain information from text features such as index, transition words, and subheadings among others NECAP Obtain information from text features such as maps, diagrams, tables, caption, and timelines Use information from the text to answer questions related to explicitly stated main/central ideas or details NECAP Organize information to show understanding NECAP Generate questions before, during and after reading to enhance recall, expand understanding and or gain new information Identify the characteristics of a variety of types of texts including reference and practical/functional texts Analysis and Interpretation of Informational Text/Citing Evidence Connect information within a text -NECAP Synthesize information within or across texts-NECAP Draw inferences about texts, including authors purpose, draw basic conclusions, or form judgments/opinions about central ideas that are relevant -NECAP Distinguish fact from opinion -NECAP Make inferences about causes or effects NECAP Strategies for Monitoring and Adjusting Reading Comprehension Strategies Use a range of self monitoring and self correction approaches Use strategies before, during and after reading literary and informational text Reads Extensively and In Depth Read with frequency, including in-school, out of school and summer reading Read from a wide range of genres/kinds of text and a variety of authors Read multiple texts for depth of understanding an author or genre Self selects reading materials aligned with reading ability and personal interest Participate in discussion about text, ideas, and student writing, by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers and others
Reading for Research Across Content Area Use sources provided Evaluate information presented in terms of relevance Gather information and use a given structure to organize it Use evidence to support conclusions
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Summary of Reading GLEs for Fifth Grade

Reading Fluency and Accuracy Accuracy: Read material appropriate for the end of grade 5 with at least 90-94% accuracy (See Appendix F for sample titles) Fluency: Read grade appropriate text with oral reading fluency rates of at least 125-150 words per minute Fluency: Read grade appropriate text in a way that makes meaning clear, demonstrates phrasing, expression, and attention to punctuation, italics, and dialogue Word Identification Skills and Strategies Identify multi-syllabic words Identify six syllable types Use syllable division, word patterns, prefixes and suffixes to read multi-syllabic words Read grade level appropriate words in connected text with automaticity
Vocabulary Strategies Use prefixes/suffixes and base words to unlock meaning - NECAP Use context clues to unlock meaning - NECAP Use dictionaries, glossaries, and prior knowledge to unlock meaning -NECAP Breadth of Vocabulary Identify synonyms, antonyms, homonyms/homophones, and shades of meaning, i.e. tired vs. exhausted - NECAP Explain the intended meanings of words found in text (multiple meanings, precise vocabulary) - NECAP Initial Understanding of Literary Texts Identify or describe character(s), setting, problem/solution, major events or plot NECAP Identify changes in character(s) over time -NECAP Paraphrase or summarize key ideas or plot with major events in sequence -NECAP Generate questions before, during and after reading to enhance recall and expand understanding Identify the characteristics of poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction and mystery Identify rhyme, alliteration, simile, dialogue, imagery, and simple metaphors Analysis and Interpretation of Literary Texts/Citing Evidence Make logical predictions NECAP Describe characters physical characteristics, personality traits, or interactions, providing examples of thoughts, words, or actions that reveal characters personality traits or their changes over time NECAP Make inferences about problem, conflict, solution, or the relationship among plot, character, and setting (e.g., how the setting affects a character or plot development) NECAP Identify the Narrator NECAP Identify the authors message or theme (implied or stated as in a fable) NECAP Identify causes and effects, including motives of characters Demonstrate knowledge of above mentioned literary elements and devices to analyze literary works NECAP Compare stories or other texts to related personal experience, prior knowledge or other books Provide relevant details to support conclusions made from above comparisons
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Initial Understanding of Informational Texts Obtain information from table of contents, glossary, index, transition words/phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs or illustrations NECAP Obtain information from maps, diagrams, tables, captions, timelines, and citations Use information from the text to answer questions related to the main/central ideas or key details NECAP Organize information to show understanding, (e.g., represent main/central ideas or details through charting, mapping, paraphrasing, summarizing, or comparing/contrasting) NECAP Generate questions before, during and after reading to enhance recall and expand understanding Identify the characteristics of a variety of types of text (e.g. references: dictionaries, glossaries, reports, encyclopedias, childrens magazines, content trade books, textbooks, student newspapers, Internet websites, biographies; and practical/functional texts: procedures, instructions, book orders, announcements, invitations, recipes, menus) Analysis and Interpretation of Informational Texts/Citing Evidence Connect information within a text or across texts NECAP Synthesize information within or across texts (e.g. construct appropriate titles; or formulate assertions or controlling ideas) NECAP Draw inferences about authors purpose (e.g., to inform, explain, entertain, persuade) or message; or form and support opinions/judgments and assertions about central ideas- NECAP Distinguish fact from opinion NECAP Make inferences about causes or effects NECAP Reading Strategies: Strategies for Monitoring and Adjusting and Reading Comprehension Strategies Use a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting, and confirming through use of print, syntax/language structure, semantics/meaning, or contest cues) Use strategies before, during and after reading literary and informational text EXAMPLES: using prior knowledge; sampling page for readability; summarizing; predicting and making text-based inferences; determining importance; generating literal, clarifying and inferential questions; visualizing; making connections; taking notes; use and analyze text features or use text clues for cause/effect, compare/contrast, logical/sequential, description/classification, etc. (See Appendix D) Breadth of Reading: Reading Extensively and in Depth Read with frequency, including in-school, out-of-school, and summer reading Read from a wide range of genres and a variety of authors (See Appendix A) Read multiple texts for depth of understanding an author, a subject, a theme or a genre Self-select reading materials aligned with reading ability and personal interests Participate in discussions about text, ideas, and student writing Offer comments and supporting evidence Recommend books to others and respond to comments and recommendations of peers, librarians, teachers and others
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Summary of Reading GLEs for Sixth Grade

Reading Fluency and Accuracy Accuracy: Read material appropriate for the end of grade 6 with at least 90-94% accuracy (See Appendix F for sample titles) Fluency: Read grade appropriate text with oral reading fluency rates of at least 135-160 words per minute Fluency: Read grade appropriate text in a way that makes meaning clear, demonstrates phrasing, expression, and attention to punctuation, italics, and dialogue Word Identification Skills and Strategies Identify multi-syllabic words by using knowledge of sounds, syllable division and word patterns Vocabulary Strategies Use prefixes/suffixes and base words to unlock meaning - NECAP Use context clues to unlock meaning - NECAP Use dictionaries, glossaries, and prior knowledge to unlock meaning -NECAP Breadth of Vocabulary Identify synonyms, antonyms, homonyms/homophones, and shades of meaning, i.e. tired vs. exhausted - NECAP Explain the intended meanings of words found in text, including content specific vocabulary, words with multiple meanings or precise vocabulary NECAP Initial Understanding of Literary Texts Identify or describe character(s), setting, problem/solution, or plot -NECAP Identify changes in character(s) or setting over time -NECAP Paraphrase or summarize key ideas or plot with major events in sequence -NECAP Generate questions before, during and after reading to enhance recall and expand understanding Identify the characteristics of poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction and mystery, science fiction, myths legends Identify rhyme, alliteration, simile, dialogue, imagery, and simple metaphors, flashback, onomatopoeia, repetition, idioms
Analysis and Interpretation of Literary Texts Explain or support logical predictions NECAP Describe characters physical characteristics, personality traits, or interactions, citing thoughts, words, or actions that reveal characters personality traits or their changes over time NECAP Make inferences about cause/effect, external conflicts (e.g., person vs. person, person vs. nature/society/fate problem) or the relationship among plot, character, conflict and setting (e.g. how the historical era influences the characters actions or thinking) NECAP Explain how the narrators point of view affects the readers interpretation EXAMPLE: The story is told from Teds point of view. What do you know about how Ted feels because he tells the story? NECAP Identify the authors message or theme NECAP Demonstrate knowledge of imagery, exaggeration, simile, metaphor, foreshadowing, suspense to analyze literary work NECAP Demonstrate knowledge of rhyme, alliteration, dialogue, flashback, onomatopoeia, repetition idioms to analyze literary works Compare texts to relate personal experience, prior knowledge or to other books Provide relevant details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective)
Initial Understanding of Informational Texts Obtain information from table of contents, glossary, index, transition words/phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs or illustrations NECAP Obtain information from maps, diagrams, tables, captions, timelines, citations, transitional devices Use information from the text to answer questions related to the main/central ideas or key details NECAP Organize information to show understanding, (e.g. represent main/central ideas or details through charting, mapping, paraphrasing, summarizing, or comparing/contrasting) NECAP Generate questions before, during and after reading to enhance recall and expand understanding Identify the characteristics of a variety of types of text (e.g. references: dictionaries, glossaries, thesauruses reports, magazines, newspapers, textbooks, biographies, autobiographies, Internet websites, public documents and discourse, essays articles; and practical/functional texts: procedures, instructions, book orders, announcements, invitations, recipes, menus advertisements, pamphlets) Analysis and Interpretation of Informational Texts/Citing Evidence Connect information within a text, across texts or to related ideas NECAP Synthesize and evaluate information within or across texts (e.g., construct appropriate titles; or formulate assertions or controlling ideas NECAP Draw inferences about authors purpose (e.g., to inform, explain, entertain persuade), message; or form and support opinions/judgments and assertions about central ideas NECAP Distinguish fact from opinion and identify bias/propaganda NECAP Make inferences about causes and effects- NECAP Reading Strategies: strategies for Monitoring and Adjusting Reading Comprehension Strategies Use a range of self-monitoring and self-correction approaches (e.g., predicting and confirming, rereading, adjusting rate, sub-vocalizing, consulting resources, questioning, skimming, scanning, using syntax, semantics, or other context cues Use strategies before, during and after reading literary and informational text EXAMPLES: Use prior knowledge; sample a page for readability; summarize, predict and make text based inferences; determine importance; generate literal, clarifying and inferential questions; visualize take notes; locate, use, and analyze text features (e.g., transition words, subheadings, bold/italicized print, parts of the book); or use text structure (e.g., chronological, cause/effect, compare/contrast, proposition, description, classification, logical/sequential) (See Appendix D) Breadth of Reading: Reading Extensively and in Depth Read with frequency, including in-school, out-of-school, and summer reading Read from a wide range of genres, including primary and secondary sources and a variety of authors (See Appendix A) Self-select reading materials aligned with reading ability and personal interests Participate in in-depth discussions about text, ideas, and student writing Offer comments and supporting evidence Recommend books and respond to comments and recommendations of peers, librarians, teachers, and others. Breadth of Reading: Reading for Research Across Content Areas Identify potential sources of information Evaluate information presented in terms of relevance Gather, organize and interpret the information Use evidence to support conclusions
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Spring of 2010
Summary of Reading GLEs for Seventh Grade

Reading Fluency and Accuracy Accuracy: Read material appropriate for the end of grade 7 with at least 90-94% accuracy (See Appendix F for sample titles) Fluency: Read grade appropriate text with oral reading fluency rates of at least 140-175 words per minute Fluency: Read grade appropriate text in a way that makes meaning clear, demonstrates phrasing, expression, and attention to punctuation, italics, and dialogue Word Identification Skills and Strategies Identify multi-syllabic words by using knowledge of sounds, syllable division and word patterns Vocabulary Strategies Use prefixes/suffixes and base words, common Latin and Greek roots, or word origins to unlock meaning - NECAP Use context clues to unlock meaning - NECAP Use dictionaries, glossaries, and prior knowledge to unlock meaning NECAP Breadth of Vocabulary Identify synonyms, antonyms, homonyms/homophones, and shades of meaning, i.e. tired vs. exhausted - NECAP Explain the intended meanings of words found in text, including content specific vocabulary, words with multiple meanings or precise vocabulary NECAP Initial Understanding of Literary Texts Identify or describe character(s), setting, problem/solution, plot -NECAP Identify any significant changes in character or setting over time - NECAP Identify rising action, climax, falling action NECAP Paraphrase or summarize key ideas/ plot, with major events sequenced NECAP Generate questions before, during, and after reading to expand understanding or gain new information Identify the characteristics of poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mystery, science fiction, myths, legends, short stories Identify rhyme schemes, alliteration, simile, dialogue, imagery, metaphors, flashback, onomatopoeia, repetition, personification
Analysis and Interpretation of Literary Texts/Citing Evidence Explain or support logical predictions NECAP Describe characters traits, motivation, or interactions, citing thoughts, words, or actions that reveal characters traits, motivations, or their changes over time NECAP Make inferences about cause/effect, internal or external conflicts (e.g., person vs. self, person vs. Person, person vs. nature/society/fate) or the relationship among these elements - NECAP Explain how the narrators point of view affects the readers interpretation NECAP Explain how the authors message or theme is supported within the text NECAP Demonstrate knowledge of imagery, exaggeration, repetition, flashback, foreshadowing, and personification to analyze literary words EXAMPLE: Why did the author choose to use flashback in this story? - NECAP Demonstrate knowledge rhyme schemes, alliteration, simile, dialogue, metaphors, onomatopoeia, repetition, idioms to analyze literary works Compare texts to related personal experience, prior knowledge, or to other books Provide relevant details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective)
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Initial Understanding of Informational Texts Obtain information from table of contents, glossary, index, transition words/phrases, transitional devices, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations NECAP Use information from the text to answer questions to state the main/central ideas or to provide supporting details NECAP Organize information to represent main/central ideas or details through charting, mapping, paraphrasing, summarizing, or comparing/contrasting - NECAP Generate questions before, during and after reading to enhance recall and expand understanding Identify the characteristics of a variety of types of text (e.g. references: dictionaries, glossaries, thesauruses reports, magazines, newspapers, textbooks, biographies, autobiographies, Internet websites, public documents and discourse, essays articles, technical manuals; and practical/functional texts: procedures, instructions, book orders, announcements, invitations, recipes, menus advertisements, pamphlets) Analysis and Interpretation of Informational Texts/Citing Evidence Explain connections about information within a text, across texts, or to related ideas NECAP Synthesize and evaluate information within or across texts (e.g., construct appropriate titles; or formulate assertions or controlling ideas NECAP Draw inferences about text including authors purpose (e.g., to inform, explain, entertain, persuade), message NECAP Use supporting evidence to form or evaluate opinions/judgments and assertions about the central ideas - EXAMPLE: Given a statement (opinion, judgment, or assertion, provide evidence from the text that this statement does/does not support the authors purpose in writing this piece. NECAP Distinguish fact from opinion and identify possible bias/propaganda or conflicting information within or across texts - NECAP Make inferences about causes and effects NECAP Evaluate the clarity and accuracy of information Use a range of self-monitoring and self-correction approaches (e.g., predicting and confirming, rereading, adjusting rate, sub-vocalizing, consulting resources, questioning, skimming, scanning, using syntax, semantics or other context cues Use strategies before, during and after reading literary and informational text EXAMPLES: Use prior knowledge; sample a page for readability; summarize, predict and make text based inferences; determine importance; generate literal, clarifying and inferential questions; visualize take notes; locate, use, and analyze text features (e.g., transition words, subheadings, bold/italicized print, parts of the book); or use text structure (e.g., chronological, cause/effect, compare/contrast, proposition, description, classification, logical/sequential) (See Appendix D) Breadth of Reading: Reading Extensively and in Depth Read with frequency, including in-school, out-of-school, and summer reading Read from a wide range of genres, including primary and secondary sources and a variety of authors (See Appendix A) Self-select reading materials aligned with reading ability and personal interests Participate in in-depth discussions about text, ideas, and student writing Offer comments and supporting evidence Recommend books and respond to comments and recommendations of peers, librarians, teachers, and others. Breadth of Reading: Reading for Research Across Content Areas Identify potential sources of information Evaluate information presented in terms of relevance Gather, organize and interpret the information Use evidence to support conclusions
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Summary of Reading GLEs for Eighth Grade

Reading Fluency and Accuracy Accuracy: Read material appropriate for the end of grade 8 with at least 90-94% accuracy (See Appendix F for sample titles) Fluency: Read grade appropriate text with oral reading fluency rates of at least 150-180 words per minute Fluency: Read grade appropriate text in a way that makes meaning clear, demonstrates phrasing, expression, and attention to punctuation, italics, and dialogue Word Identification Skills and Strategies Identify multi-syllabic words by using knowledge of sounds, syllable division and word patterns Vocabulary Strategies Use prefixes/suffixes and base words, common Latin and Greek roots, or word origins to unlock meaning - NECAP Use context clues to unlock meaning - NECAP Use dictionaries, glossaries, and prior knowledge to unlock meaning NECAP Breadth of Vocabulary Identify synonyms, antonyms, homonyms/homophones, shades of meaning, or word origins,, including words from other languages that have been adopted into our language EXAMPLE: djavu Explain the use of words in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary Initial Understanding of Literary Texts Identify or describe character(s), setting, problem/solution, plot, and subplots Identify any significant changes in character or setting over time Identify rising action, climax, falling action Paraphrase or summarize key ideas/ plot, with major events sequenced NECAP Generate questions before, during, and after reading to expand understanding or gain new information Identify the characteristics of poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mystery, science fiction, myths, legends, short stories, epics (poems, novels, dramas) Identify rhyme schemes, alliteration, simile, dialogue, imagery, metaphors, flashback, onomatopoeia, repetition, personification, hyperbole
Analysis and Interpretation of Literary Texts/Citing Evidence Explain or support logical predictions Describe characterizations (e.g., stereotype, antagonist, protagonist), motivation, or interactions, citing thoughts, words, or actions that reveal characters traits, motivations, or their changes over time Make inferences about cause/effect, internal or external conflicts (e.g., person vs. self, person vs. Person, person vs. nature/society/fate) or the relationship among these elements Explain how the narrators point of view affects the readers interpretation Explain how the authors message or theme (which may include universal themes) is supported within the text Demonstrate knowledge of authors style, imagery, exaggeration, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, or use of punctuation to analyze literary words EXAMPLE: Why did the author choose to use flashback in this story? Demonstrate knowledge rhyme schemes, alliteration, simile, dialogue, metaphors, onomatopoeia, repetition, idioms to analyze literary works Compare texts to related personal experience, prior knowledge, or to other books Provide relevant details to support the connections made or judgments (interpretive, analytical, evaluative, or reflective)
Initial Understanding of Informational Texts Obtain information from table of contents, glossary, index, transition words/phrases, transitional devices, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations Use information from the text to answer questions to state the main/central ideas or to provide supporting details Organize information to show relationships among facts, ideas and events (e.g., represent main/central ideas or details through charting, mapping, paraphrasing, summarizing, or comparing/contrasting, and outlining) Generate questions before, during and after reading to enhance recall and expand understanding Identify the characteristics of a variety of types of text (e.g. references: dictionaries, glossaries, thesauruses reports, magazines, newspapers, textbooks, biographies, autobiographies, Internet websites, public documents and discourse, essays articles, technical manuals; and practical/functional texts: procedures, instructions, book orders, announcements, invitations, recipes, menus advertisements, pamphlets, schedules) Analysis and Interpretation of Informational Texts/Citing Evidence Explain connections about information within a text, across texts, or to related ideas Synthesize and evaluate information within or across texts (e.g., construct appropriate titles; or formulate assertions or controlling ideas Draw inferences about text including authors purpose (e.g., to inform, explain, entertain, persuade), message; or explain how purpose may affect the interpretation of the text Use supporting evidence to form or evaluate opinions/judgments and assertions about the central ideas - EXAMPLE: Given a statement (opinion, judgment, or assertion, provide evidence from the text that this statement does/does not support the authors purpose in writing this piece. Distinguish fact from opinion and identify possible bias/propaganda or conflicting information within or across texts Make inferences about causes and effects Evaluate the clarity and accuracy of information Use a range of self-monitoring and self-correction approaches (e.g., predicting and confirming, rereading, adjusting rate, sub-vocalizing, consulting resources, questioning, skimming, scanning, using syntax, semantics or other context cues Use strategies before, during and after reading literary and informational text EXAMPLES: Use prior knowledge; sample a page for readability; summarize, predict and make text based inferences; determine importance; generate literal, clarifying and inferential questions; visualize take notes; locate, use, and analyze text features (e.g., transition words, subheadings, bold/italicized print, parts of the book); or use text structure (e.g., chronological, cause/effect, compare/contrast, proposition, description, classification, logical/sequential) (See Appendix D) Breadth of Reading: Reading Extensively and in Depth Read with frequency, including in-school, out-of-school, and summer reading Read from a wide range of genres, including primary and secondary sources and a variety of authors (See Appendix A) Self-select reading materials aligned with reading ability and personal interests Participate in in-depth discussions about text, ideas, and student writing Offer comments and supporting evidence Recommend books and respond to comments and recommendations of peers, librarians, teachers, and others. Breadth of Reading: Reading for Research Across Content Areas Identify potential sources of information Evaluate information presented in terms of relevance Gather, organize and interpret the information Use evidence to support conclusions
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Research and Presentation

Asking good questions and knowing how to find the answers is a basic tenet of education and preparing students to become active members of their communities. Information is essential to all the decisions they will make over a lifetime. At a time when information itself is increasing at an exponential rate and methods of accessing that information seem unlimited, we need to help students frame their questions, sort through possible resources, synthesize their reading and then represent their findings in a way that is appropriate to their purpose. Six research strands were developed to guide students through this process: Framing Questions, Selecting Resources, Collecting Information, Organizing, Crediting the Source and Presenting/Communicating Information. These strands reflect reading and writing grade level expectation required by the New Hampshire Department of Education.
Research/Presentation Grades K-3

Students will Formulate Questions to narrow research - children will practice developing their own research questions. Children generate questions related to class investigations in science, social studies, math and literacy. Teachers help students reflect on what they know, what they want to know, and what they learn, (KWL). By third grade, students engage in this process in small groups, with partners or individually. Select Appropriate Resources Children will have a chance to explore and use a variety of teacher selected and on-line resources to collect information for their research. Children will explore a wide range of text as they seek answers to their questions. Through shared reading of a variety of nonfiction texts, teachers model the use of table of contents, index, captions, heading and bold face type. Collect Information Connect prior knowledge -Students will learn about and practice note taking using a variety of strategies as a tool to help collect research information. Students will access and record pertinent information using writing and or drawing. Students will learn about and practice a variety of strategies to help sort and organize information. Children will collect information using lists, notecards, and graphic organizers. (See appendix for sample graphic organizers.) Organize Information Students will analyze, categorize, classify and summarize information that answers their research questions. Students will decide which information is important and determine ways to order their information. Credit the Source Bibliography -Children will recognize the importance and have the skill to credit their information source. Children will understand the importance of distinguishing between their own writing and copying anothers. They will credit sources at an age appropriate level. Present Communicate Information - Children will explore methods to present their research. The use of computer software programs and on-line resources are essential for 21st century research presentations. Each presentation option below has many technology applications available. Written: essay, report, book, poem, scripts, letters, newspaper story, songs, short story, diary, blog entries, e-mails, journal and interview Artistic: illustrations, collage, painting, sculpture, song, mural, cartoon Dramatic: play, puppet show, newscast, game show, readers' theater, pantomime, Visual: graphs, maps, timelines, brochure, construction model, diorama, scrap book, chart, artifact, collections, posters
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Research/Presentation - 4th grade

Students will Formulate Questions Students develop their own research questions to frame and narrow their research. Students use KWL strategy and teacher models to formulate questions and frame research. (See appendix for examples) Select Appropriate Resources Students explore and use a combination of print and online resources to collect information for their research. Teacher provides resources, helps students distinguish fact from fiction and fact from opinion. Students use features of text and other media to determine what is important, (table of contents, menus, indices, guide words, headings and subheadings), skim for key words, and develop basic interviewing techniques. Collect Information - connect prior knowledge -Students learn and practice note taking strategies. Teachers teach how to use note cards/note facts and reinforce use of KWL to guide research. Students identify key words and phrases based on class and teacher generated discussion Organize Information - Students organize research information. Methods of organizing information that support constructing meaning are compare/contrast, analyze/critique, classify, and synthesis. Teachers introduce appropriate ways to order information. Students connect prior knowledge to new information, classify and summarize information, and use graphic organizers to help sort and organize research. (See Appendix for examples.) Credit the Source (bibliography) Students will recognize the importance and have the skills to credit their information sources. Students will record the title and author Present Communicate Information - Children will explore methods to present their research. The use of computer software programs and on-line resources are essential for 21st century research presentations. Each presentation option below has many technology applications available.
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Written: essay, report, book, poem, scripts, letters, newspaper story, songs, short story, diary, blog entries, e-mails, journal and interview Artistic: illustrations, collage, painting, sculpture, song, mural, cartoon Dramatic: play, puppet show, newscast, game show, readers' theater, pantomime, music Visual: graphs, maps, timelines, brochure, construction model, diorama, scrapbook, chart, artifact, collections, posters
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Students will Formulate Questions Students develop their own research questions to frame and narrow their research. Teachers set a timeline for research. Students use KWL strategy and teacher models to formulate questions and frame research. (See appendix for examples) Select Appropriate Resources Students explore and use a combination of print and online resources to collect information for their research. Teacher provides some of the resources for students, and help students distinguish fact from fiction, fact from opinion and evaluate for currency. Students search teacher selected Internet sites, use features of text and other media to determine what is important (table of contents, menus, indices, guide words, headings and subheadings), skim for key words and develop basic interviewing techniques. Collect Information - connect prior knowledge - Students will learn and practice notetaking strategies. Teachers reinforce use of grids, charts, webs and Venn diagrams. Students set research goals with teacher guidance, use note cards/note facts to record key words, phrases, and list facts and practice closed book note-taking to avoid plagiarism. Organize Information - Students organize research information. Methods of organizing information that support constructing meaning are compare/contrast, analyze/critique, classify, and synthesis. Teachers present appropriate ways to order information. Students connect prior knowledge to new information, classify and summarize information, and use graphic organizers to help sort and organize research. (See Appendix for examples.) Credit the Source (bibliography) Students will recognize the importance and have the skills to credit their information sources. Teachers teach bibliography format, beginning with a fill-in form and model how to conventionally cite Internet sites. Students record the title, author, and publisher. Present Communicate Information - Children will explore methods to present their research. The use of computer software programs and on-line resources are essential for 21st century research presentations. Each presentation option below has many technology applications available.
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Written: essay, report, book, poem, scripts, letters, newspaper story, songs, short story, diary, blog entries, e-mails, journal and interview Artistic: illustrations, collage, painting, sculpture, song, mural, cartoon Dramatic: play, puppet show, newscast, game show, readers' theater, pantomime, music Visual: graphs, maps, timelines, brochure, construction model, diorama, scrap book, chart, artifact, collections, posters
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Spring of 2010

Students will Formulate Questions Students develop their own research questions to frame and narrow their research. Teachers establish a timeline. Students write a proposal for a project including setting appropriate research goals. Students use KWL strategy and teacher models to formulate questions and frame research. (See appendix for examples) Select Appropriate Resources Students explore and use a combination of print and online resources to collect information for their research. Teachers teach how to evaluate sources for currency, authority, and point of view and how to detect bias. Teachers help students distinguish fact from fiction, fact from opinion, and recognize propaganda. Students search for information in a wide variety of resources, including teacher and self selected Internet sites. Students explore use of logical operators to narrow electronic searches (and, or, not), and use features of text and other media to determine what is important (table of contents, menus, indices, guide words, headings and subheadings, copyright to evaluate currency). Students skim for key words and develop basic interviewing techniques. Collect Information - connect prior knowledge - Students will learn and practice notetaking strategies. Teachers reinforce use of grids, charts, webs and Venn diagrams. Teachers teach note taking during oral, audio, and video presentations. Students set research goals with teacher guidance, use note cards/note facts to record key words, phrases, and list facts and practice closed book note-taking to avoid plagiarism. Organize Information - Students organize research information. Methods of organizing information that support constructing meaning are compare/contrast, analyze/critique, classify, and synthesis. Teachers present appropriate ways to order information. Students connect prior knowledge to new information, classify and summarize information, and use graphic organizers to help sort and organize research. (See Appendix for examples.) Credit the Source (bibliography) - Students will recognize the importance and have the skills to credit their information sources. Teachers teach bibliography formats. Teachers model use of direct quotations. Students write a conventional bibliography and conventionally cite Internet sites.
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Present Communicate Information - Children will explore methods to present their research. The use of computer software programs and on-line resources are essential for 21st century research presentations. Each presentation option below has many technology applications available.
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Students will: Formulate Questions Students develop their own research questions to frame and narrow their research. Teachers and/or students establish a timeline. Students write a proposal for a project including setting appropriate research goals. Students use KWL strategy and teacher models to formulate questions and frame research. (See appendix for examples) Select Appropriate Resources Students explore and use a combination of print and online resources to collect information for their research. Teachers teach how to evaluate sources for currency, authority, and point of view and how to detect bias. Teachers model the difference between primary and secondary sources. Teachers help students distinguish fact from fiction, fact from opinion, and recognize propaganda. Students search for information in a wide variety of resources, including teacher and self selected Internet sites. Students explore use of logical operators to narrow electronic searches (and, or, not), and use features of text and other media to determine what is important (table of contents, menus, indices, guide words, headings and subheadings, copyright to evaluate currency). Students skim for key words and develop basic interviewing techniques. Collect Information - connect prior knowledge - Students will learn and practice notetaking strategies. Teachers reinforce use of grids, charts, webs and Venn diagrams. Teachers teach note taking during oral, audio, and video presentations. Students set research goals with teacher guidance, use note cards/note facts to record key words, phrases, and list facts and practice closed book note-taking to avoid plagiarism. Organize Information Students organize research information. Methods of organizing information that support constructing meaning are compare/contrast, analyze/critique, classify, and synthesis. Students connect prior knowledge to new information. Students synthesize from multiple sources. Students use compare and contrast, classify and summarize information, and use graphic organizers to help sort, organize, and outline research. (See Appendix for examples.) Credit the Source (bibliography) - Students will recognize the importance and have the skills to credit their information sources. Students will write conventional bibliography, conventionally cite Internet sites, and use direct quotations conventionally with support.
Present Communicate Information - Children will explore methods to present their research. The use of computer software programs and on-line resources are essential for 21st century research presentations. Each presentation option below has many technology applications available.
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Students will: Formulate Questions Students develop their own research questions to frame and narrow their research. Teachers and/or students establish a timeline. Students write a proposal for a project including setting appropriate research goals. Students use KWL strategy and teacher models to formulate questions and frame research. (See appendix for examples) Students demonstrate ability to write research questions independently. Select Appropriate Resources Students explore and use resources to collect information for their research. Teachers reinforce independent searching on the internet. Teachers reinforce how to evaluate sources for currency, authority, and point of view and how to detect bias. Teachers model the difference between primary and secondary sources. Teachers help students distinguish fact from fiction, fact from opinion, and recognize propaganda. Students search for information in a wide variety of resources, including teacher and self selected Internet sites. Students explore use of logical operators to narrow electronic searches (and, or, not), and use features of text and other media to determine what is important (table of contents, menus, indices, guide words, headings and subheadings, copyright to evaluate currency). Students skim for key words and develop basic interviewing techniques. Collect Information - connect prior knowledge - Students will learn and practice notetaking strategies. Students set research goals with teacher guidance. Students use note cards/note facts and employ closed book note-taking to avoid plagiarism. Organize Information Students organize research information. Methods of organizing information that support constructing meaning are compare/contrast, analyze/critique, classify, and synthesis. Students connect prior knowledge to new information. Students synthesize information from multiple sources. Students focus on comparing and contrasting information. Students use graphic organizers such as grids, charts, webs and Venn diagrams to sort, outline, and organize their research. (See Appendix for examples.)
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Credit the Source (bibliography) - Students will recognize the importance and have the skills to credit their information sources. Students will write conventional bibliography, conventionally cite Internet sites, and use direct quotations conventionally. Present Communicate Information - Children will explore methods to present their research. The use of computer software programs and on-line resources are essential for 21st century research presentations. Each presentation option below has many technology applications available.
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Written: essay, report, book, poem, scripts, letters, newspaper story, songs, short story, diary, blog entries, e-mails, journal and interview Artistic: illustrations, collage, painting, sculpture, song, mural, cartoon Dramatic: play, puppet show, newscast, game show, readers' theater, pantomime, music Visual: graphs, maps, timelines, brochure, construction model, diorama, scrapbook, chart, artifact, collections, posters
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Instructional Practices and Resources

The following section contains recommended teaching practices followed by suggested professional resources for each practice. It is not meant to be exhaustive or all inclusive but to simply document good reading instruction and to help answer the question, I read the curriculum guide now what do I do? Practices and resources are organized according to whole group, small group, and individual instruction: Whole Group Instruction: Students experience explicit and implicit teaching of reading, writing and word study competencies as an entire class. Some whole group instructional practices and resources are listed below. Small Group Instruction: Instruction in small group is targeted to the specific skills that the small group of children need. Individual Instruction: During independent work or when other students are working in centers, the teacher works with individual students. This is the time to conduct reading conferences or give individual differentiated instruction as needed.
Whole Group or Small Group Instruction:

Read-Alouds Read-alouds can be used for a wide variety of instructional purposes, including content area instruction, modeling comprehension strategies, writing skills and writing styles. Cunningham, P., & Allington, R. (1999), Classrooms That Work: They Can All Read and Write. New York: Longman. Fountas, I.C. & Pinnell, G.S. (2001). Guiding readers and writers: Teaching Comprehension, Genre, and Content Literacy. Portsmouth, NH: Heinemann. Harvey, S. & Goudvis, A. (2000). Strategies That Work. Portland, ME: Stenhouse. Jim Trelease. Treasury of Read-Alouds : www.trelease-on-reading.com/rahtreasury.html
Shared Reading (K-3) Shared reading is an approach to support students as they move beyond the range of their independent reading. It gives developing readers the opportunity to see and hear what fluent reading sounds like, and how a reader approaches a challenging text. Allen, Janet. On the Same Page, Shared Reading Beyond the Primary Grades. Portland, ME: Stenhouse. 2002. Fisher, Bobbi & Emily Fisher Medvic. Perspectives on Shared Reading - Planning and Practice. Portsmouth, NH: Heinemann, 2000. Parkes, Brenda. Read It Again! Revisiting Shared Reading. Portland, ME: Stenhouse. 2000.
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Minilessons A minilesson is a short lesson focused on a specific reading skill or strategy. It provides explicit instruction that will help students internalize the key point. You teach, demonstrate, and then provide guided practice for the skill or strategy. These are used for all five dimensions of reading: phonemic awareness, phonics, fluency, comprehension, and vocabulary. See resources for each area listed below. Hoyt. Snapshots: Literacy Minilessons Up Close. K-5 Heinemann Phonemic Awareness: Phonemic awareness is the ability to notice, think about, and manipulate the individual sounds in spoken words. Students must be aware of how the sounds in words work. Zgonc, Yvette. (2000). Sounds in Action, Phonlogical Awareness Activities & Assessment. Peterborough, NH: Crystal Springs Books. Fountas, I.C. & Pinnell. G.S. (2003). Phonics Lessons. Portsmouth, NH: Heinemann. Student Centered Activities for Phonemic Awareness: www.fcrr.org
HTU UTH
Phonics and Morphology: Knowledge of the systematic relationships between written letters and spoken sounds significantly improves word recognition, spelling and reading comprehension. Bear, Donald et. al. (2005). Word Study in Action, Words Their Way. Parsippany, NJ: Celebration Press. Cunningham, Patricia and Hall, Dorothy (1994). Making Words. Torrance, CA: Good Apple. Cunningham, Patricia. (2005). Phonics They Use, Words for Reading and Writing, 4th edition. Boston: Pearson Education.
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Gentry, Richard, (2006). Breaking the Code, The New Science of Beginning Reading and Writing. Portsmouth, NH: Heinemann. Pinnell, Gay Su; Fountas, Irene C. (2009). When Readers Struggle, Teaching That Works. Portsmouth NH: Heinemann. Pinnell, Gay Su; Fountas, Irene C. (1998) Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom. Portsmouth, NH: Heinemann. Cunningham, Patricia; Hall, Dorothy (1998). Month By Month Phonics for Upper Grades. Greensborough, NC: Carson Dellosa. Fluency: Fluency is the ability to read a text accurately and quickly. Fluent readers recognize words automatically, group words quickly and read aloud effortlessly with expression. Fluency is the bridge between word recognition and comprehension. Oral reading and performance are excellent vehicles for developing and practicing fluent reading. Suggested practices include: repeated readings, readers theatre, tape-recordings, reading to younger children, poetry readings etc. See Appendix C: Reading Fluency Rates for reading rate norms. Rasinski, Timothy V. (2003). The Fluent Reader, New York: Scholastic. Blevins, Wiley, (2001) Building Fluency: Lessons and Strategies for Reading Success, New York: Scholastic. Rasinski, Timothy; Padak, Nancy (2005). 3-Minute Reading Assessment; Word Recognition, Fluency, and Comprehension, New York: Scholastic.
Callella, Trisha, Developing Reading Fluency Using Modeled Reading, Phrasing and Repeated Oral Reading: Creative Teaching Press. Pinnell, Gay Su; Fountas, Irene C. (2009). When Readers Struggle, Teaching That Works. Portsmouth NH: Heinemann. Multiple Readers Theatre scripts to promote reading fluency can be found in the literacy resource room and online at www.aaronshep.com and www.readwritethink.org.
HTU UTH HTU UTH
Vocabulary: Vocabulary plays an important role in learning to read and is crucial to reading comprehension. Vocabulary instruction involves directly explaining the meanings of words, along with thought provoking, playful, and interactive follow-up. It offers rich information about words and their uses, and provides frequent and varied opportunities for students to think about and use words. Beck, Isabel L., et al. (2002). Bringing Words to Life, Robust Vocabulary Instruction. NewYork: The Guilford Press. Allen, Janet (1999) Words, Words, Words, Teaching Vocabulary in Grades 4-12. York, ME: Stenhouse. Allen, Janet (2007) Inside Words, Tools for Teaching Academic Vocabulary Grades 4-12. York, ME: Stenhouse. Comprehension: Text comprehension can be improved by instruction that helps readers use specific comprehension strategies. Comprehension strategies are conscious plans sets of steps that good readers use to make sense of text. Effective comprehension instruction is explicit, or direct. See NH Curriculum Framework Appendix D: Metacognitive Strategies for Understanding Text. Students demonstrate their comprehension by responding to literature in a variety of ways. Literature response involves the readers interpretation based on analysis of the text, prior experiences and background knowledge and discussion with other students. Students demonstrate their understanding through journal entries, artwork, drama, maps, charts, letters to other readers, letters to authors etc. Also see small group instruction practices and resources. Fountas, I.C. & Pinnell, G.S. (2001). Guiding Readers and Writers Grades 3-6: Teaching Comprehension, Genre, and Content Literacy. Portsmouth, NH: Heinemann. Fountas, I.C. & Pinnell, G.S. (2006). Teaching for comprehension and fluency: Thinking, Talking, and Writing about Reading K-8 Portsmouth, NH: Heinemann. Harvey, S. & Goudvis, A. (2000). Strategies that work. Portland, ME: Stenhouse. Miller, Debbie (2002). Reading with Meaning, Teaching Comprehension in the Primary Grades. Portland, ME: Stenhouse. Wilhelm, Jeffrey, (2001). Improving Comprehension with Think-Aloud Strategies. New York: Scholastic. Beer, Kylene (2003). When Kids Cant Read, What Teachers Can Do (6-12). Portsmouth, NH: Heinemann. Benjamin, Amy (2007). But Im Not a Reading Teacher: Strategies for Literacy Instruction in the Content Areas. New York: Eye on Education. Harvey, Stephanie (1998). Nonfiction Matters. Portland, ME: Stenhouse. Keene, Ellin Oliver and Susan Zimmermann. Mosaic of Thought
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Small Group Instruction:

Guided Reading: Fontas, Irene C. and Pinnell, Gay Su. Guided Reading, Good First Teaching for All Children. Portsmouth, NH: Heinemann, 1996.
U U
Fountas, I.C. & Pinnell, G.S. (2001). Guiding Readers and Writers Grades 3-6: Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann. Fountas, I.C. & Pinnell, G.S. (1999) Matching Books to Readers, Using Leveled Books in Guided Reading K-3. Portsmouth, NH: Heinemann. Fountas, I.C. & Pinnell, G.S. (2002) Leveled Books for Readers 3-6. Portsmouth, NH: Heinemann. Fountas, I.C. & Pinnell, G.S. (2009) When Readers Struggle, Teaching That Works.. Portsmouth, NH: Heinemann. Literature Circles: Daniels, Harvey (1994). Literature Circles, Voice and Choice in the Student Centered Classroom. York, Maine: Stenhouse.
U
Readers Workshop: Readers Workshop. (1997) Portsmouth, NH: Heinemann. Atwell, Nancie. (1998) In the Middle. Portsmouth, NH: Heinemann.
U
Book Clubs and Literature Study Groups: Raphael, Taffy E. et al. (2002). Book Club, A Literature-Based Curriculum. Lawrence MA. Small Planet Communications.
Individual Instruction:
Fountas, I.C. & Pinnell, G.S. (2001). Guiding Readers and Writers Grades 3-6: Teaching Comprehension, Genre, and Content Literacy. Portsmouth, NH: Heinemann.
Readers Workshop. (1997) Portsmouth, NH: Heinemann.
Independent Reading Students need time at school and at home to read on their own. Emergent readers need to be read to every day. Our goal is for students to self select and sustain reading a text with comprehension. Students record their reading in reading logs. Teachers have high expectations for the quality and quantity of books read during the year.
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Assessment
classroom.
How do we know if students have learned? Teachers ask this question every day in their
All reading assessment involves making inferences about students growth and achievement. This assessment must be guided by knowledge of scientifically based reading research. Reading assessment involves multiple measures, some formal and some informal. Formative Assessment Formative assessment is a critical part of the teaching-learning process. We collect information about a students skills, understandings, attitudes, experiences and interests. This information then drives our instruction. These assessments happen minute by minute, day to day, and include student self-assessment, descriptive feedback to students, use of rubrics, multiple methods of checking for understanding, and examination of student work as well as tests and quizzes. We use many classroom-based assessments to measure student learning. The following list is not meant to exhaustive or all-inclusive: Teacher observation Developmental Reading Assessment (DRA) Running records Rubrics Student self-assessment Developmental checklists Anecdotal records Student work Reading journals Reading logs Tests and Quizzes Projects Summative, Screening Assessments In addition to these ongoing formative assessments, we use criterion and norm referenced, screening assessments at key points during the year (2-3 times per year) to determine whether each student has developed skills commensurate with grade level expectations, i.e. NWEA Maps, AIMsWeb, Word Journeys Developmental Spelling
Assessment.
Using the data from formative assessments and the screening assessments, the classroom teacher adapts instruction to address students areas of relative weakness and enrich the reading experiences of the whole class. Screening assessments help identify students who score below grade level expectation. The teacher works with these students to provide focused teaching and other instructional interventions to address the areas of weakness. We use curriculum-based assessments (progress monitoring) given bi-weekly or monthly, to determine if students are making progress and if the instructional interventions are effective. Annual Summative Assessment In addition to formative, screening, and curriculum-based assessments, students (grades 3-8) take the New England Common Assessment Program (NECAP), a, criterion and norm referenced summative assessment that measures specific reading skills. Teachers analyze their students data to determine programmatic and instructional decisions.
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Response to Intervention (RtI) RtI is aimed at reducing overall reading problems by providing intensive intervention for the students most at risk for reading difficulty. Each teacher meets monthly with the Literacy Team (Reading Specialist, Reading Teacher, Speech and Language Pathologist, Special Educator, Administrator, and School Psychologist) to discuss concerns about students progress and review recent testing and classroom data. Intervention plans for individual students or groups of students are formulated and then evaluated as needed. As a result, some students may be referred for special education services. We use a three-tiered model of instruction and intervention to provide students with different learning needs, the time and attention to get them where they need to be: Tier One: Core Instruction All students receive daily, direct, focused instruction on the grade level curriculum. Tier Two: Supplemental Targeted Instruction (small groups) Some students receive targeted instruction and/or support from expert teachers. This targeted instruction is in addition to the core instruction. Tier Three: Intensive Instruction (very small groups or one on one) Some students receive very intensive instruction that addresses specifically determined needs. Assessment Folders Each student has a reading assessment (purple) folder. This folder follows the student through the grade levels. The folder contains a yearly summary of formative and summative reading and writing assessments as well as work samples.
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New Hampshire Curriculum Framework Appendix A: Suggested Informational and Literary Texts (Grades K-2)
Reading
Suggested Print and Non-Print Informational and Literary Texts for Instruction and Assessment
All students need ongoing opportunities to apply and practice reading strategies with many different types of LITERARY and INFORMATIONAL texts. Recognizing a variety of texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Suggested Texts listed below are not meant to be exhaustive for any given grade level.
Grade K
Grade 1
Grade 2
Suggested
Informational Texts include, but are not limited to Reference materials: Read-alouds and guided/shared reading of childrens magazines, content trade books, informational charts, etc. Practical texts: lists, signs, labels, environmental print, pictorial charts and graphs, etc.
Suggested
Informational Texts include, but are not limited to Reference materials: Read-alouds and guided/shared reading of childrens magazines, content trade books, informational charts, etc. Practical texts: lists, labels, environmental print, pictorial charts and graphs, simple directions, invitations, calendar, simple maps/classroom maps, etc.
Suggested
Informational Texts include, but are not limited to Reference materials: Beginning dictionaries, glossaries, childrens magazines, content trade books, childrens newspapers, etc. Practical texts: Procedures/instructions, announcements, invitations, book orders, etc.
Suggested Literary Texts

include, but are not limited to


Nursery rhymes, poetry, fairytales, fantasy, realistic fiction, songs, chants, etc.
Poetry, fairytales, fantasy, realistic fiction, songs, chants, etc.
Poetry, plays, fairytales, fantasy, fables, tall tales, realistic fiction, etc.
(Assumes increasing text complexity across grade levels. See Appendix F for descriptions of increasing text complexity.)
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New Hampshire Curriculum Framework Appendix A: Suggested Informational and Literary Texts (Grades 3-5)
Reading
Suggested Print and Non-Print Informational and Literary Texts for Instruction and Assessment
All students need ongoing opportunities to apply and practice reading strategies with many different types of LITERARY and INFORMATIONAL texts. Recognizing a variety of texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs. Suggested Texts listed below are not meant to be exhaustive for any given grade level.
Grade 3
Grade 4
Grade 5
Suggested
Informational Texts include, but are not limited to Reference materials: Dictionaries, glossaries, childrens magazines, content trade books, childrens newspapers, textbooks, etc. Practical texts: Procedures/instructions, announcements, invitations, book orders, etc.
Suggested
Informational Texts include, but are not limited to Reference materials: Dictionaries, glossaries, encyclopedias, childrens magazines, content trade books, student newspapers, textbooks, etc. Practical texts: Procedures/instructions, announcements, invitations, book orders, etc.
Suggested
Informational Texts include, but are not limited to Reference materials: Dictionaries, glossaries, reports, encyclopedias, childrens magazines, content trade books, student newspapers, textbooks, biographies, Internet websites, etc. Practical texts: Procedures/instructions, announcements, invitations, book orders, recipes, menus, etc.


Poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, etc.

Poetry, plays, fairytales, fantasy, fables, tall tales, realistic fiction, etc.
Poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, etc.
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Reading
Suggested Informational and Literary Texts (Print and Non-Print) for Instruction and Assessment
All students need ongoing opportunities to apply and practice reading strategies with many different types of LITERARY and INFORMATIONAL texts. Recognizing a variety of texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. Suggested Texts listed below are not meant to be exhaustive for any given grade level. (Underlining indicates additional text types introduced for the first time at this grade level.)
Grade 6
Suggested Informational Texts include, but are not limited to Reference materials: Dictionaries, thesauruses, reports, encyclopedias, magazines, newspapers, textbooks, biographies, autobiographies, Internet websites, public documents and discourse, essays, articles, etc. Practical/functional texts: Procedures/instructions, announcements, invitations, book orders, recipes, menus, advertisements, pamphlets, etc. Suggested Literary Texts include, but are not limited to Poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, myths, legends, etc.
Grade 7
Suggested Informational Texts include, but are not limited to Reference materials: Thesauruses, reports, magazines, newspapers, textbooks, biographies, autobiographies, Internet websites, public documents and discourse, essays, articles, technical manuals, etc. Practical/functional texts: Procedures/instructions, announcements, invitations, book orders, recipes, menus, advertisements, pamphlets, etc. Suggested Literary Texts include, but are not limited to Poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, myths, legends, short stories, etc.
Grade 8
Suggested Informational Texts include, but are not limited to Reference materials: Reports, magazines, newspapers, textbooks, biographies, autobiographies, Internet websites, public documents and discourse, essays, articles, technical manuals, etc. Practical/functional texts: Procedures/instructions, announcements, invitations, book orders, recipes, menus, advertisements, pamphlets, schedules, etc.
Suggested Literary Texts include, but are not limited to Poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, myths, legends, short stories, epics (poems, novels, dramas), etc.
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Reading
Suggested Informational and Literary Texts (Print and Non-Print) for Instruction and Assessment
All students need ongoing opportunities to apply and practice reading strategies with many different types of LITERARY and INFORMATIONAL texts. Recognizing a variety of texts and their characteristics will help students in meeting grade level expectations described in the NECAP GLEs and GSEs. Suggested Texts listed below are not meant to be exhaustive for any given grade level. (Underlining indicates additional text types introduced for the first time at this grade level.)
Grade 8
Suggested Informational Texts include, but are not limited to Reference materials: Reports, magazines, newspapers, textbooks, biographies, autobiographies, Internet websites, public documents and discourse, essays, articles, technical manuals, etc. Practical/functional texts: Procedures/instructions, announcements, invitations, book orders, recipes, menus, advertisements, pamphlets, schedules, etc.
High School
Suggested Informational Texts include, but are not limited to Reference materials: Reports, magazines, newspapers, textbooks, biographies, autobiographies, Internet websites, legal documents (i.e, Supreme Court case decisions, lease agreements), public documents (drivers manuals) and discourse, essays (including literary criticisms), articles, technical manuals, editorials/commentaries, primary source documents, periodicals, job-related materials, speeches, on-line reading, documentaries, etc. Practical/functional texts: Procedures/instructions, announcements, invitations, advertisements, pamphlets, schedules, memos, applications, catalogues, etc.
Suggested Literary Texts include, but are not limited to Poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, myths, legends, short stories, epics (poems, novels, dramas), etc.
Suggested Literary Texts include, but are not limited to Poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, myths, legends, short stories, epics, novels, dramatic presentations, comedies, tragedies, satires, parodies, memoirs, epistles, etc.
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New Hampshire Curriculum Framework Appendix B: The Six Syllable Types

1. closed [not] - closed in by a consonant - vowel makes its short sound 2. open [no] - ends in a vowel - vowel makes its long sound 3. silent e [note] - ends in vowel consonant e - vowel makes its long sound 4. vowel combination [nail] the two vowels together make a sound 5. r-controlled [bird] - contains a vowel plus r - vowel sound is changed 6. consonant - l - e [table] - at the end of a word
Reading
Appendix C: Reading Fluency Rates

Recommended Fluency Rates *
(in words read correctly per minute) Oral: N/A 50-80
words correct per minute
Grade K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
80-100
90-120
115-140
125-150
135-160
140-175
150-180
Silent:
N/A
N/A
N/A
115-140
130-175
160-200
190-220
215-245
235-270
The following sources were referenced to determine fluency rates: Caldwell, Reading Assessment, Guilford Press, 2002 Fountas and Pinnell, Guiding Readers and Writers Grades 3-6, Heinemann, 2001 Put Reading First, National Institute for Literacy, 2001 Lipson and Wixson, Assessment and Instruction of Reading and Writing Difficulty, Pearson Education, 2003 NAEPs Scale for Assessing Oral Reading Fluency, 2001
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New Hampshire Curriculum Framework Appendix D: Metacognition Strategies for Understanding Text
Reading
Teachers continually model and reinforce use of strategies, so that students learn to flexibly apply strategies that help them comprehend and interpret literary and informational texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Complexity of text and purpose of reading will determine the extent to which each strategy is applied.
Before reading, students

Set a purpose Activate prior knowledge (schema) Preview text Identify text structure clues (e.g., chronological, cause/effect, compare/contrast, etc.) Locate text features (e.g., transitional words, subheadings, bold print, etc.) Use Cues: graphics and pictures Skim/Scan Predict and make text-based references Sample a page of text for readability and interest
During reading, students

Self-monitor using: Meaning Language structure Print cues Reread Self-correct Clarify Determine Importance Generate literal, clarifying, and inferential questions Visualize Construct sensory images Summarize and paraphrase Check predictions Interpret Literal meaning Inferential meaning Make Connections, using Graphics Pictures Monitor fluency (oral/silent; or text complexity) Adjust rate Use punctuation and dialogue cues Use phrasing, intonation, expression Read for accuracy Use note-taking strategies
After reading, students

Reread for confirmation Summarize and paraphrase key ideas Evaluate Accuracy of information Literary merit and use of authors craft Clarify Analyze information within and across texts Support conclusions with references from text Synthesize Connect ideas/themes in text to Text: Compare one text to another text Self: Relate and explain ideas or events in text to personal experience World: Recognize commonalities of text to world
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New Hampshire Curriculum Framework

Appendix E: Glossary of Reading Terms
Affix A meaningful part of a word that is attached before (prefix) or after (suffix) a root or base word to modify its meaning. Alliteration - The repetition of initial consonant sounds in neighboring words. (For example: The slithering, slimy snake) Allusion - A reference to a familiar person, place, or thing.
Reading
Analogy - A comparison of two or more similar objects, suggesting that if they are alike in certain respects, they will probably be like in other ways, too. Analysis - A separating of a whole into its parts with an examination of these parts to find out their nature and function. Antagonist - A person or thing working against the main character. Antonym - A word that is opposite in meaning to another word. (For example: love hate, hot-cold) Authors Craft The techniques the author chooses to enhance writing. (Examples of authors craft: style, bias, point of view, flashback, foreshadowing, symbolism, figurative language, sensory details, soliloquy, stream of consciousness, etc.) Autobiography An account of the life of an individual written by the subject, classified as non-fiction. Base Word A free morpheme (can stand alone), to which affixes can be added. (For example: worry) Bias - A highly personal judgment. Biography An account of the life of an individual, classified as non-fiction or informational text. Cause/Effect A text or response to reading text which provides explanations or reasons for phenomena. Character - A person, animal, or object that takes part in the action of a literary work. The main or major character is the most important and central to the action. A minor or supporting character is one who takes part in the action, but is not the focus of the attention. Characterization - The method an author uses to reveal the characters and their various personalities. Authors use two major methods of characterization: direct and indirect. When using direct characterization, a writer states the characters traits, actions, motives, or feelings. When describing a character indirectly, a writer depends on the reader to draw conclusions about the characters traits or uses other participants in the story to reveal a characters traits and motives. Cite - To quote as an example. Citation - A direct quote from the text, as opposed to a generalized summary or statement; an acknowledgment and documentation of sources of information.
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Climax The high point or turning point in the plot of a story.
Reading
Comparison/Contrast - A text or response to reading text that identifies how information presented has similar or different characteristics or qualities. Conflict - The problem or struggle in a story that triggers the action. Conflicts may be internal (struggles from within a character) or external. Context - The set of facts or circumstances surrounding an event or a situation, explanation of characters, or definition of important terms in text; the background information the reader needs to know in order to fully understand the message of the text. Context clues - Information in the reading passage that helps the reader determine the meaning of unfamiliar words or phrases, such as illustrations or the meaning of other words in the text. Controlling Idea This is the main idea/focus that runs throughout the paper or text. Conventions - Features of standard written English that usually include sentence formation, grammar, spelling, usage, punctuation, and capitalization. Decode The ability to translate a word from print to speech, usually by employing knowledge of sound-symbol correspondence Dialogue - A conversation between two characters. In poems, novels, and short stories, dialogue is usually set off by quotations marks to indicate a speakers exact words; in a play, dialogue follows the names of the characters, and no quotation marks are used. Diction - An authors choice of words based on their accuracy, clarity, and effectiveness. Drama - A story written to be performed by actors. Dramas are often divided into parts called acts, which are often divided into smaller parts called scenes. Evaluate - Examine and judge carefully, based on evidence found in the text. Figurative Language - Language used in writing or speech that is not meant to be interpreted literally, as the intent of the language is to create a special effect, idea, image, or feeling. Fluency - The clear, easy, written or spoken expression of ideas, or freedom from word-identification problems that may hinder comprehension during silent reading or the expression of ideas during oral reading; The ability to read text accurately, quickly, and with proper expression, phrasing, and intonation between word recognition and comprehension; Rapidly and automatically recognizing and decoding words, with evidence that the reader is accessing the deeper meaning of the text; Assessment of fluency is associated with rate, accuracy, and scores on comprehension tests. Focus - The concentration of a specific idea(s) within the topic the writer is addressing; the main/central idea that runs through a text. (For example: If the topic is horses, the focus might be: Horses are very expensive to own.) Genre - A category used to classify literary works, usually by form, technique, or content. For example, literature is commonly divided into three manor genres: poetry, prose, and drama. Each genre is, in turn, divided into sub-genres
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Graphic Organizer- A diagram or pictorial device used to record and show relationships among ideas or information. Historical fiction Fiction drawn from the writers imagination, but true to life in some period of the past.
Reading
Homonym - One of two words that have the same sound and often the same spelling but differ in meaning. (For example, bear to carry, bear (the animal), and bare naked.) Homophone - One of two or more words that are pronounced the same but differ in meaning, origin, and sometimes spelling. [For example, hair/hare, knight/night, and (fish) scale /(musical) scale.] Hyperbole - A figure of speech in which exaggeration is used for emphasis or effect. Inference - A deduction or conclusion made from facts that are suggested or implied rather than overly stated. (For example: Mom said that I should study more and watch television less. I inferred that I should get better grades or the television would be taken out of my room.) Informational text A text that provides facts, ideas, and principles that are related to the physical, biological, or social world; classified as non-fiction text. Literary conflict - The tension that grows out of the interplay of the two opposing forces in a plot. Literary devices - Tools used by the author to enliven and provide voice to the writing, such as dialogue, alliteration, foreshadowing, personification, metaphors, etc. Literary elements - The essential techniques used in literature, such as characterization, setting, plot, and theme. Metaphor - A figure of speech in which one thing is described in terms of another to make an implicit comparison that is, a comparison that does not use words such as like or as. (For example: The skys lamp was bright.) Morpheme The smallest meaningful unit of language; may be a word or part of a word (For example less or child) Narrative - A story, actual or fictional, expressed orally or in writing; a text that tells about a sequence of events. Narrative passage - Text in any form that recounts or tells a story. Narrator - The person (or animal or object) telling a story, who may be a character within the story or someone outside of the story. Onomatopoeia - A figure of speech in which the sound of the word imitates the sounds associated with the objects or actions to which they refer. (For example, crackle, moo, pop, zoom.) Opinion - A belief or conclusion held with confidence, but not sustained with proof.
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Paraphrase - Restate text or passage mostly in other (or in own) words. Personification - The attribution of human qualities to inanimate objects. (For example: The clouds played and danced in the sky.) Phoneme - The smallest unit of sound in a spoken word; a speech sound that combines with other sounds in a language to make words.
Reading
Phonemic awareness ability to hear, identify and manipulate individual sounds in spoken words; Involves blending, segmenting, deleting sounds, etc. Phonics - Relationships between the letters of written language and the individual sounds of spoken language. Plot - The plan, design, storyline, or pattern of events in a play, poem, or works of fiction. Poem - A composition characterized by use of condensed language, chosen for its sound and suggestive power and the use of literary techniques such as rhyme, blank verse, rhythm, meter, and metaphor. Point of View - The way in which an author reveals characters, events, and ideas when telling a story; the perspective or vantage point from which a story is told. Problem - The conflict or struggle (internal or external) that causes the action in a story or play. An internal conflict takes place within the mind of a character, such as a struggle to make a decision, take an action, or overcome a feeling. An external conflict is one in which a character struggles against some outside force, such as another person or something in nature. Prose - Writing that is not restricted in rhythm, measure, or rhyme; most writing that is not drama, poetry, or song is considered prose. Protagonist - The main character or hero of a text. Reading critically - Reading in which a questioning attitude, logical analysis, and inference are used to judge the worth of the text; evaluating relevancy and adequacy of what is read; the judgment of validity of worth of what is read, based on sound criteria and evidence. Reading rate - The speed at which a person reads; generally measured as words per minute or words correct per minute. Realistic Fiction Fiction drawn from the writers imagination, but is true to life; often focuses on universal human problems. Resolution - The portion of the play or story in which the problem is resolved. It comes after the climax and falling action and is intended to bring the story to a satisfying end. Rhyme - A metrical device in which sounds at the ends of words or lines or verse correspond. Another common device is the use of internal rhymes, or rhyming words within lines. Rhyme scheme - A regular pattern of rhyming words in a poem, usually indicated by assigning a different letter to each rhyme in a stanza such as, a-b-a-b.
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Reading
Rhythm - In verse or prose, the movement or sense of movement communicated by the arrangement of long and short or stressed and unstressed syllables. Root A bound morpheme, usually of Latin origin, that cannot stand alone, but is used to form a family of words with related meanings. (For example: spec) Self-monitor - Metacognitive awareness and processes whereby the reader realizes that what is being read is or is not making sense, and adjusts reading strategies to improve comprehension. Semantics - The study of meaning in language, particularly the meaning of words and changes in the meanings. Setting - The time and place of the action in a literary work. The setting includes all the details of a place and time. In most stories, the setting serves as a backdrop or context in which the characters interact and the plot progresses. Simile - A figure of speech in which one thing is likened to another using an explicit comparison (that is, using the words like or as) to clarify or enhance an image. (For example: It was as cold as an ice cube.) Soliloquy - A speech delivered by a character when he/she is alone on the stage; monologue. Stereotype - A pattern or form that does not change. A character is stereotyped if she or he has no individuality and fits the mold of that particular type of person or character, such as a villain. Style - The characteristic manner used by an author to express ideas and create intended effects, including the writers use of language, choice of words, and use of literary devices. Summary - Writing that presents the main/central points of a larger work in condensed form. Synonym - Two or more words that have highly similar meanings. (For example: happy, glad, and cheerful.) Syntax - The pattern or structure of word order in sentences, clauses, and phrases. Temporal Sequence Ideas or events presented in the order in which they happen. Text Structure The way information is organized and presented. (For example: Fiction texts and biographies generally use a narrative structure and are meant to be read from beginning to end; nonfiction or informational texts are organized by topics or into sections, using text features such as headings, bold print, transitional words/phrases, etc.) Theme - The central idea, message, concern, or purpose in a literary work, which may be stated directly or indirectly. (For example: In the book The Pancake, by Anita Lobel, People should work together or Dont be too cocky are themes.)
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Reading
Thesis - The basic proposition put forward by a speaker or writer, which then is proved through fact, argument, or support from a text; the subject or argument of a composition. It is the controlling idea about a topic that the writer is attempting to prove; a sentence that announced the writers main, unifying controlling idea about a topic. A thesis statement usually contains two main elements: a limited subject (Internet), a strong verb, and the reason for it - the why- (The Internet provides information of varying depth and quality). Tone - The overall feeling or effect created by a writers use of words, sentence structure, and attitude towards the audience, characters, or topic. This feeling, which pervades the work, may be serious, mock-serious, humorous, sarcastic, solemn, objective, etc. Traditional literature Stories passed down orally throughout history. (Examples include: folk tales, fairy tales, myths, legends, and epics.) Turning Point - The moment in a story or a play when there is a definite change in direction and one becomes aware that it is now about to move toward the end. Voice - The style and quality of the writing which includes word choice, a variety of sentence structures, and evidence of investment. Voice portrays the authors personality or the personality of the chosen persona. It is the fluency, rhythm, and liveliness in writing that makes it unique to the writer. A distinctive voice establishes personal expression and enhances the writing.
The following sources were referenced in developing the glossary: Fountas and Pinnell (2001) Guiding Readers and Writers Grades 3-6: Teaching Comprehension, Genre, and Literacy. Heinemann Kemper, Sebranek & Meyer (2001) The Write Source. Wilmigton: Houghton Mifflin Moats (2003) LETRS: Language Essentials for Teachers of Reading and Spelling. Sopris West Pennsylvania Department of Education (2003) Reading Assessment Glossary (2001) Put Reading First. National Institute for Literacy, US Department of Education (2004) Tri-State New England Grade Level Expectations for Writing - Appendix A: Writing Glossary
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New Hampshire Curriculum Framework Appendix F: A Discussion of Increasing Text Complexity

(K. Hess and S. Biggam, 2004)
Reading
The instruction and assessment of reading comprehension presents unique challenges to classroom teachers and test developers alike; and the criteria used in selecting a variety and range of appropriate texts are essential to meeting those purposes. In the classroom, students learn to apply and practice a variety of reading strategies, for different purposes and with different text types. Over time, students who are exposed to a variety of text types with increasing complexity also learn how text features differ by genre, and they gain confidence in pealing back the layers of complexity for a deeper understanding of what is read. In test development, the overall number of test items is driven by the length and type of reading passages and the number of items possible accompanying each passage. Passages for reading assessment, drawn from authentic text whenever possible, should include both literary and informational texts. A series of questions accompanying each reading passage may include initial understanding of text, analysis and interpretation of text, or a combination of both types of questions, especially for longer text passages. We have learned from NAEP research (1985) that difficulty of text passages was one of the three most important factors in reading comprehension performance of 4th, 8th, and 12th grade students. The other two factors were familiarity with subject matter presented in text and the type (literal, inferential, etc.) of question asked. (Chall and Conard, 1991) Other research suggests that at grades 2 and 3, word difficulty may influence text complexity more than other factors. (Anderson, 1992) Lipson and Wixon (2003) summarize the challenges of understanding text complexity this way: "In the past, one of the few text features that was given much attention was its difficulty or readability, as measured by factors such as the number of syllables in the words and the number of words in the sentences. Current research has demonstrated that a number of other factors have a significant impact on both how much and what students understand and learn from a text. The presence or absence of these factors determines the extent to which a given text can be considered 'considerate' (to enable readers with minimal effort) or 'inconsiderate' (text requiring much greater effort). (Armbruster, 1984) "
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Reading
A variety of factors influence text complexity. The complexity of text, or the degree of challenge of a particular text, is the result of specific combinations and interactions of these factors. For example, a text that has short simple sentences may, nevertheless, be challenging to read/comprehend when it contains ideas or concepts that are unfamiliar or requires a greater level of interpretation to unlock intended meaning. Pinnell and Fountas text leveling system (2002), an extension of the system used by Reading Recovery developed for classroom use at grades 3-6, includes these factors for determining complexity: understanding the nature of print, repeated text, natural language versus book text, supportive text, and high frequency vocabulary. Their system also calls attention to differences between fiction and nonfiction texts in book leveling, and includes descriptors that "overlap" to the next level of difficulty. Chall, Bissex, Conard, and Harris-Sharples (Qualitative Assessment of Text Difficulty, 1996) suggest that linguistic characteristics (vocabulary and sentence structure and variety) as well as concepts presented, text organization, and background knowledge required of readers all need to be considered in determining appropriateness of text for a given grade level. "Merely breaking up longer sentences and simplifying vocabulary does not guarantee that reading materials will be completely appropriate for lower reading levels." They also point out differences between popular fiction, literature, and informational texts with regard to text difficulty. For example, popular fiction tends to (a) use less figurative language than literature, (b) be more repetition of information, and (c) have more conventional language use; therefore demands on the reader of popular fiction are more about basic understanding of explicit messages than on interpretation of the message.
Criteria for increasing text complexity include factors that interact to affect the relative difficulty of reading particular material. The table on the following pages describes ways in which text materials generally increase in difficulty over the grade span of grades 1-12. The descriptors in the table build from one grade or grade cluster to the next. It is expected that students would have experience reading text described for their grades, as well as those of earlier grade clusters.
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Factors that Influence Increasing Text Complexity:
Reading
Word Difficulty and Language Structure, including vocabulary and sentence type and complexity (often determined through the use of multiple readability formulas) Text Structure and Discourse Style (e.g., satire, humor) Genre and the Characteristic Features of the each type of text Background Knowledge and/or Degree of Familiarity with Content needed by the reader Level of Reasoning Required (e.g., sophistication of themes and ideas presented) Format and Layout, including how text is organized/layout, size and location of print, graphics, and other book/print features Length of Text
Note: Sample grade-appropriate text titles are included at the end of the descriptors for each grade span as examples of text that would illustrate many of the characteristics described in the table. In many cases, particular teachers and schools will choose to introduce these specific texts at grade levels below or above the grade level indicated. While every descriptor might not be evident in a sample text passage, it is expected that the sample texts reflect the intent of the descriptors, and many of the indicators.
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Text Complexity Descriptors End of Grade 1
Includes a variety of literary texts (such as fantasy, realistic fiction, poetry), with some complexity in story structure (e.g., multiple episodes) and literary language Simple informational books/text Illustrations provide moderate support for the reader Texts have several sentences per page, with sentences of moderate length and generally simple sentence structure Very straightforward text structures Familiar content In narrative text, details related to story elements (setting, characterization, events, resolution) provide strong support for both literal and interpretive meanings (e.g., for drawing basic inferences or basic conclusions) Informational texts use clear and consistent formats (e.g., print location on page),illustrations, and simple graphics to support understanding of content Simple punctuation is used: period, question mark, exclamation point, quotation marks, commas
Reading
Text Complexity Descriptors End of Grade 2
Includes a variety of literary texts (such as realistic fiction, folktales, humorous stories, poetry)with elaborated episodes and events, and some extended descriptions Stories usually have well-developed characters and episodes Informational books/text Some use of unfamiliar vocabulary, supported by other text features (e.g., such as headings and chapter titles) Illustrations may or may not be present on each page, but usually provide low to moderate support for the reader. Sentence structure becomes more complex -- including causal phrases. Straightforward text structures in informational text Content usually familiar In narrative text, details related to story elements (setting, characterization, goals, attempts, consequences and resolutions) provide moderate support for both literal and interpretive meanings (e.g., for predicting logical outcomes or drawing inferences about problem/solution) Informational texts use clear formats (e.g., use of simple headings to organize information into categories), illustrations that extend meaning, and simple graphics to support understanding of content Full range of punctuation used, except dashes, colons, and semicolons SAMPLE TEXTS AT THE END OF GRADE 2: George and Martha; Cam Jansen and the Mystery of the Dinosaur Bones; The Stories Julian Tells; Happy Birthday Martin Luther King (Scholastic)
SAMPLE TEXTS AT THE END OF GRADE 1: Theres a Nightmare in My Closet; The Very Busy Spider; Nobody Listens to Andrew; Ants (Sunshine Science Series)
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Reading
Text Complexity Descriptors Grades 3-4

Includes a range of longer literary selections, including realistic fiction and fantasies. Narratives usually include familiar characters or settings. Informational/ functional text including short expository pieces, e.g., descriptive, compare/ contrast, directions, simple recipes, etc. Varied vocabulary, but generally familiar; some figurative language (e.g., similes). Increased use of challenging vocabulary (e.g., multisyllabic words, words with multiple meanings). Technical words are defined or explained in context. Sentence structure becoming more elaborated and complex, including some use of passive voice, abstract or descriptive language. Relatively straightforward text structures. Texts include more information, more complex ideas and relationships (e.g., examples, comparisons). Content usually builds from shared/ somewhat familiar experiences. In narrative text, the story elements (plot, setting, characterization) provide support for both literal and interpretive meanings. Informational texts use clear formats, illustrations, and graphics to support understanding of content. Text features include timelines, captions, and maps. Full range of punctuation used. SAMPLE TEXTS AT GRADE 3: The Mouse and the Motorcycle; Sideways Stories; Whats the Big Idea; Ben Franklin; Time for Kids SAMPLE TEXTS AT GRADE 4: Cricket in Times Square; Castle in the Attic; Wow (National Wildlife Federation)
Text Complexity Descriptors Grades 5-6

Includes a range of literary selections, such as full-length novels, wellcrafted short stories (with increasingly diverse characters and settings), historical fiction and myths. Includes more complex informational/ functional texts, such as persuasive essays, procedural how to guides, scientific and historical summaries (e.g., textbooks). More varied and challenging vocabulary, including use of figurative language (idioms, metaphors) and analogies. Some technical terms. Language in narrative text includes dialect and other linguistic variants to enhance characterization and setting. Ideas and content increase in number and density. Relationships between ideas become more complex (e.g., flashback may be introduces) in narrative text; graphs and charts are needed to convey key information in expository text. Content requires general background knowledge. Underlying themes become more complex and more universal. Interrelationships among story elements become more complex and require more interpretation. Literary elements include flashback, humor, suspense, personification, and exaggeration. Informational and functional texts use a variety of formats, illustrations, and graphics to support understanding. Texts features include chapter headings, glossaries, punctuation guides. SAMPLE TEXTS AT GRADE 5: Tuck SAMPLE TEXTS AT GRADE 6: True Everlasting; Shh! Were Writing the Confessions of Charlotte Doyle; Constitution; Cricket magazine Holes, The Grey King; Cobblestone magazine
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Reading
Text Complexity Descriptors Grades 7-8 and High School

Includes a full range of literary genres, including realistic and historical fiction, science fiction, fantasy, and folk literature Informational/functional texts include primary sources, personal narratives and autobiographies, schedules, and manuals, as well as synthesized information found in textbooks Increasing number of uncommon words, including words with non-literal meanings and more abstract vocabulary; Word choice can reflect diverse historical and cultural context; Text often includes technical words with specialized meaning(s) Language in narrative text is more elaborated and complex, and includes a wide range of dialogue, use of dialects, and varied sentence structure to convey specific meanings Prose style matches text purpose (informational, recreational, provocative, etc.) Relationships between ideas become less explicit and require more inference or interpretation Understanding content requires increasing cultural and historical breadth of knowledge More sophisticated themes Texts used often call for literary analysis Informational texts use format, illustrations, and graphics to support understanding of meaning Text features often include advance organizers, inset text, technology support SAMPLE TEXTS AT GRADE 7: Roll of Thunder, SAMPLE TEXTS AT GRADE 8: The Upstairs SAMPLE TEXTS AT HIGH SCHOOL: To Kill a Hear My Cry; Diary of a Young Girl; Muse Room; Narrative of the Life of Frederick Douglass; Mockingbird; Night; Into Thin Air; Newsweek magazine The Giver; Science magazine magazine The following sources were referenced to develop text complexity descriptors:
Caldwell, Reading Assessment, Guilford Press, 2002 Crafton. Standards in Practice: Grades K-2. Urbana, IL: National Council of Teachers of English, 1996 Chall, Bissex, & others. Qualitative Assessment of Text Difficulty: A Practical Guide for Teachers and Writers. Brookline Books, Inc., 1996 Fountas and Pinnell, Guiding Readers and Writers Grades 3-6, Heinemann, 2001 Put Reading First, National Institute for Literacy, 2001 Lipson and Wixson, Assessment and Instruction of Reading and Writing Difficulty, Pearson Education, 2003 National Assessment Governing Board and NAEP Reading Consensus Project. Draft NAEP Reading Framework. U.S. Government Printing Office, April 2002. National Assessment Governing Board and NAEP Reading Consensus Project. Reading Framework for the National Assessment of Educational Progress: 1992-200. U.S. Government Printing Office, 2000. New Standards Primary Literacy Committee. Reading & Writing Grade by Grade: Primary Literacy Standards for Kindergarten through Third Grade. National Center on Education and the Economy and the University of Pittsburgh, 1999. Pinnell and Fountas, Leveled Books for Readers Grades 3-6. Portsmouth, NH: Heinemann, 2002 Rees & Shortland-Jones with Education Department of Western Australia, Reading Developmental Continuum, Portsmouth, NH: Heinemann, 1994. Sierra-Perry. Standards in Practice: Grades 3-5. Urbana, IL: National Council of Teachers of English, 1996. US Department of Education, Reading: Knowing What Works, K-3, National Institute for Literacy, 2000 Weaver, Brenda. Leveling Books K-6: Matching Readers to Text. International Reading Association, Inc., 2000.
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New Hampshire Curriculum Framework Contributors
Reading
The federal law, No Child Left Behind, requires states to develop grade-level expectations in reading/language areas for grades 3-8. Grade-span expectations were developed also for grades 9-10 and 11-12 in reading and writing for high school. Both the grade-level expectations (GLEs) and the grade-span expectations (GSEs) have been incorporated into this revised version of the K-12 English Language Arts Curriculum Framework. The following is a list of committee members representing the state of New Hampshire who developed the grade-level and grade-span expectations. Although this list represents those individuals who formally served on the GLE and GSE committees, we are extremely grateful to the numerous people who provided feedback through technical review sessions, focus groups, on-line surveys, e-mails, and phone calls. The assessment GLEs and GSEs were developed as a joint effort between the states of New Hampshire, Rhode Island, and Vermont. The local GLEs and GSEs were started as a joint effort between New Hampshire and Rhode Island. The contributors from RI and VT can be obtained by contacting the Rhode Island Department of Education and the Vermont Department of Education, respectively. MaryClaire Barry, Goffstown Carole Barbour, Gilford Lori Bresnahan, Belmont Patrice Brewer, Keene Robin Brown, Rochester Carrie Costello, Conway Lindsay Dibert, Danville Paula Dickinson, Gilford Anne Rocchio-Dodge, Amherst Kathleen Drolet, Nashua Frank Gould, Lebanon Sherrie Greeley, Hanover Susan Gualtieri, Londonderry Martha Hardiman, Whitefield Debbie Hodge, Merrimack David Hodgdon, East Swanzey Marie P. Hughes, Stratford Kevin Johnson, New London Caroline Jones, Farmington Richard Laporte, Newton Cindy Linehan, Nashua John Lofty, UNH Penny Love, Manchester Leah Macleod, Concord Patricia Maestranzi, Salem Susan Mellow, Enfield Cheryl Molleur, Chichester Susan Dean Olson, Wolfeboro Sally Reily, Rochester Christopher Saunders, Hollis Leslie Scheele, Newport Helen Schotanus, NH DOE Judy Sharkey, UNH Linda Stimson, NH DOE Susan Sullivan, Merrimack Sandy Tilton, Plymouth Ruth Ellen Vaughn, Farmington Deidra Welch, Weare Ann West, Derry Deborah Wiswell, Wolfeboro Deborah Woelflein, Merrimack
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2.11 RAGuide To Curriculum Planning in Reading

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2.11 RAGuide To Curriculum Planning in Reading

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Reading Curriculum Guide

Deerfield Community School

Research and Presentationpage 25

Instructional Practices and Resource..page 34

Introduction Guiding Principles

Five Dimensions of Reading

Summary of Reading GLEs for Kindergarten

Summary of Reading GLEs for First Grade

Summary of Reading GLEs for Second Grade

Summary of Reading GLEs for Third Grade

Summary of GLEs for Fourth Grade

Summary of Reading GLEs for Fifth Grade

Summary of Reading GLEs for Sixth Grade

Summary of Reading GLEs for Seventh Grade

Summary of Reading GLEs for Eighth Grade

Research and Presentation

Research/Presentation Grades K-3

Research/Presentation - 4th grade

Research/Presentation - 5th grade

Research/Presentation - 6th grade

Research/Presentation - 7th grade

Research/Presentation - 8th grade

Instructional Practices and Resources

Whole Group or Small Group Instruction:

Small Group Instruction:

Readers Workshop. (1997) Portsmouth, NH: Heinemann.

Suggested Literary Texts

Suggested Literary Texts

Suggested Literary Texts

Poetry, fairytales, fantasy, realistic fiction, songs, chants, etc.

Suggested Literary Texts

Suggested Literary Texts

Suggested Literary Texts

New Hampshire Curriculum Framework Appendix B: The Six Syllable Types

Appendix C: Reading Fluency Rates

Before reading, students

During reading, students

After reading, students

New Hampshire Curriculum Framework

New Hampshire Curriculum Framework

New Hampshire Curriculum Framework

New Hampshire Curriculum Framework

New Hampshire Curriculum Framework

New Hampshire Curriculum Framework

New Hampshire Curriculum Framework Appendix F: A Discussion of Increasing Text Complexity

New Hampshire Curriculum Framework

New Hampshire Curriculum Framework

New Hampshire Curriculum Framework

New Hampshire Curriculum Framework

Text Complexity Descriptors Grades 3-4

Text Complexity Descriptors Grades 5-6

New Hampshire Curriculum Framework

Text Complexity Descriptors Grades 7-8 and High School

New Hampshire Curriculum Framework Contributors

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