Contents

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Contents

• Overview Foundations
• Product Development
• Reading Passages
• Instructional Model
• Assessment/Prescription
• Lesson Plans Teacher Support
• Summary

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Reading Why Research?

• 8-10 million children in the United States have
  trouble reading.
• Students who lack good reading skills in Grade 1
  have approximately a 90 chance of remaining poor
  readers (Juel).
• 50 of reading difficulties, on average, are
  preventableif children receive effective,
  scientifically-based instruction in literacy
  skills
• gt75 of the 1.4 million high school drop outs
  experienced difficulties in reading.
• 1/3 of eight graders read proficiently (NAEP,
  2005)

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A Solid Foundation

• Research Based
• Report of the National Reading Panel (NICHD,
  2000a)
• Report of the National Reading Panel Reports of
  the Subgroups (NICHD, 2000b)
• Alliance for Excellent Education Reading Next
• IRA International Reading Association
• A Research Agenda for Improving Reading
  Comprehension, RAND Reading Study Group
• NCTE National Council of Teachers of English
• National Institute of Child and Human Development
• Designed by Reading Experts
• Lead Advisor Dr. Victoria Purcell-Gates
• Reading Hall of Fame Inductee May 2005
• President of the National Reading Conference
• Winner of the Oscar S Causey Award
• Reading Advisory Panels and Subject Matter
  Experts
• Including Leading District Reading Educators

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Research Development

• Luminaries
• Dr. Purcell-Gates
• WestEd
• WonderGroup

Product Updates
Idea Generation Gathering customer requirements

• Quantitative survey of 430 educators
• Qualitative survey of 12 district reading
  experts 30 students.
• Field Advisory Committee

User Groups Collaborate on best practices

• Quantitative survey of 260 teachers and 3000
  students.
• Qualitative online focus group with 20 educators
• Field Advisory Committee

Customer Survey Feedback on results and
suggestions for improvement
Market Validation Customer feedback on product
features

• Qualitative online focus group with 30
  educators 30 students.
• Interviews with 12 district reading experts
• Field Advisory Committee

Proof of Concept Customer feedback on prototype
Product Launch and Professional Development
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Empowers Teachers, Engages Students

• Engaging
• The most engaging content for todays digital
  natives.
• A balance of exploration activities and
  traditional question/answer exercises
• Includes a multi-genre approach that exposes
  children to a wide range of fiction and
  non-fiction texts.
• Flexible
• Anytime, anywhere access
• Content deliverable in whole class, small groups,
  or individually
• Customers are using Destination Reading for
  intervention, on-level, special needs, and ESL
  students.
• Individualized
• Modular content can easily be assigned by state
  standard or learning objective
• Over 6,000 formative assessment questions to
  identify skill gaps and areas for improvement.

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Product Development
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Motivation
Comprehension
Vocabulary
Fluency
Phonics
Phonemic Awareness
Emergent Literacy
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Leveraging the foundation ofDestination Reading
I II Grades PreK-3

• Systematic instruction
• Explicit instruction in skills and strategies
• Motivating activities
• Rich variety of genres
• Audio support for reading passages
• Learning skills in the context of authentic
  reading and writing activities
• Professional development to address a range of
  implementations
• Whole class
• Small group
• Individual

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Thanks for Your Help!!

• DR I II POSITIVES
• Cross-curricular connections e.g. some teachers
  can even use the program during their science
  period
• Diversity of genres
• Consistency of skills across the program
• Explicit instruction (big)
• Flexibility resource teachers can use and assign
  the program
• Logical sequence of activities
• ISSUES
• Wish they could print stories with one click
• Need better tracking of progress, not just time
  on task. Need correct, getting answer right
  the first time, etc.
• BRAINSTORM IDEAS
• In upper grades, need more focus on real-life
  graphics (realism) vs. too much
  animation/cartoon. Need a balance. For example
  video segments..
• Real life applications, problem-solving. Put kids
  in situations where they use the skills they are
  gaining to solve, make decisions, etc.
• Need to make sure writing is incorporated.
  Language Arts is more appealing than just
  reading, when talking about middle school

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While Meeting the Unique Needs of Students in
Grades 4-8

• Strong focus on comprehension and vocabulary
  (with some decoding support)
• Strategic reading section that extends the
  scaffolding and modeling for reading passages
• Activate prior knowledge and build background
  knowledge activities
• More writing opportunities to help connect the
  software to popular, award-winning literature in
  the classroom

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Learning Sequence
The steps of explicit instruction typically
include direct explanation, teacher modeling
("thinking aloud"), guided practice, and
application.

• Direct explanation. The teacher explains to
  students why the strategy helps comprehension and
  when to apply the strategy.
• Modeling. The teacher models, or demonstrates,
  how to apply the strategy, usually by "thinking
  aloud" while reading the text that the students
  are using.
• Guided practice. The teacher guides and assists
  students as they learn how and when to apply the
  strategy.
• Application. The teacher helps students practice
  the strategy until they can apply it
  independently.

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Learning Sequence
INSTRUCT Direct instruction explains and models
the skill
PRACTICE Guided practice while the student learns
how and when to apply the skill
APPLY Students apply the skill independently in a
new context
INDIVIDUALIZE Pre- and post-tests are given to
individualize the content for each student
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Reading Process
PREPARE STRATEGIZE
SYNTHESIZE APPLY
READ

• Activate prior knowledge, build background
• Identify purpose of text
• Set a purpose for reading
• Choose strategies
• Introduce Vocabulary
• Make predictions

• Synthesize information
• Summarize reflect
• Write (to show comprehension)
• Apply learning and present information, verify
  predictions

• Apply comprehension strategies
• Structural analysis
• Use context clues
• Literal comprehension
• Authors purpose
• Inferences and conclusions
• Organize and integrate new information
• Self-monitor comprehension

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Unit Structure
LESSON 1 (Pre-Reading) Genre Vocabulary LESSON 2 (Pre-Reading) Reading Comprehension I LESSON 3 Strategic Reading LESSON 4 (Application) Reading Comprehension II
Learning Objectives Learning Objectives Learning Objectives Learning Objectives
Genre Study (I) Comprehension Skill (IP) Reading Passage (1 or 2) Comprehension Skill (IA)
Build Background (I) Comprehension Strategy (IP) Comprehension Quiz Comprehension Strategy (IA)
Vocabulary Strategy (IPA) -Short Text Passage
(I)NSTRUCT  Direct instruction explains concepts
models the concepts (P)RACTICE  Guided
practice as the student learns how and when to
apply strategies (A)PPLY  Students apply the
strategy independently in a new context
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Reading PassagesThe heart of any reading
program!
Product Demo
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Reading Levels
Boredom
Frustration
ON LEVEL

• Factors to evaluating in selecting the right
  text
• Lexile Level
• Lexile Level II or III for grades 4-6 or 6-8
• Levels range from 550-1165
• Length (Endurance)
• 400-1200 words
• Each unit includes short (100-150) word texts to
  warm up vocabulary

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Lexile Scale
2000L
Grade Level I Level II Level III Level IV
4 At or below 365L 370L to 620L 625L to 905L At or above 910L
5 At or below 495L 500L to 725L 730L to 980L At or above 985L
6 At or below 515L 520L to 800L 805L to 1055L At or above 1060L
7 At or below 620L 625L to 875L 880L to 1105L At or above 1110L
8 At or below 620L 625L to 905L 910L to 1160L At or above 1165L
1400L College and grad school
1100L Typical adult text range
Course 3 570-970 L Course 4 900-1110 L
200L Basal Readers
BR
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How do they do it??
How a Book is Lexiled

• Measuring Text
• Sentence complexity and length
• Word familiarity

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Predicting Comprehension Level
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Diverse ReadersOne Classroom

• The typical range of Lexile levels in a single
  classroom is 800-900L.

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Topic Aligned to Curriculum

• Correlating topics in all genre to the academic
  subject scope sequence
• High-interest issues, events, and people
• Build background videos to introduce the topic
  (scaffolding)
• Direct correlations between background knowledge
  achievement1
• Direct and indirect exposure can bridge gaps2

Connecting cognitive strategies to students
growing knowledge of a content area enables
students to both increase their awareness of and
deliberately use the strategies as means for
learning RAND Report
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Relevant and Inspiring Topics

• What the students said
• All students were interested in non-fiction
  topics specifically in science
• Older students were interested in more abstract
  topics
• Younger students liked topics such as animals,
  rocks, and volcanoes.
• All students were interested in crime scene
  investigation
• Topics appealed equally to boys and girls
• Popular genres
• Websites
• Blogs
• Mysteries

• What the teachers said
• Liked the mix of non-fiction and fiction
• Related that they sometimes underestimated their
  students with respect to topics of interest.
• Were surprised because the topics appealed to
  both boys and girls.
• The topics all seem to be student-centered.

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Compatible

• Textbooks
• Trade books
• Assessment
• Additional technology resources

An experimental study determined that when
curriculum is well-articulated and aligned to
assessments, the measurable impact is
considerable. - Marzano
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Strategies Addressed at Different Lexile Levels
Monitoring Comprehension

• Lexile 1030
• Lexile 1020
• Lexile 920
• Lexile 910
• Lexile 840
• Lexile 770

• Spiral strategies
• Differentiating instruction
• Building knowledge

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LMS

• Riverdeep Scope Sequence
• State Standards
• Skills Strategies