Prentice Hall Literature, The Penguin Edition, Grade 8,Louisiana Edition 2008

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

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

G r a d e 8

Pearson Prentice Hall Literature, The Penguin Edition, Grade 8, Louisiana Edition (c) 2008

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

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

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

Pearson Prentice Hall Literature, The Penguin Edition, Grade 8, Louisiana Edition (c) 2008

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

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

Overall Instructional Design and Pedagogy of the Reading Program

Characteristic

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

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

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

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

Leveled Paired Selections for meeting the needs of all students Systematic Skills Instruction building in depth and complexity throughout each grade Literature Selections including representation from the canon of literature Unit Authors Penguin writers hosting units Program Design and Organization clean consistent design doesnt distract from the literature

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

http://www.fcrr.org/

Pearson Prentice Hall Literature, The Penguin Edition, Grade 8, Louisiana Edition (c) 2008

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

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

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

x In addition, the Teacher Express Lesson Planner CD-ROM not only provides standards and objectives-based lesson plans, but its unique reporting system will show on any given day precisely what standards and objectives have been taught to mastery. Grade 8: T36-37 Visit www.phschool.com/research for more information.

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

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

Grade 8: p. 52, 512

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

Grade 8: p. 120, 167, 514 After Reading: Apply the Skills reinforces reading

skills taught prior to reading. Grade 8: p. 168, 185, 516

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

Pearson Prentice Hall Literature, The Penguin Edition, Grade 8, Louisiana Edition (c) 2008

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

literary genre. The units parts further concentrate on one specific reading skillsuch as making predictions or drawing inferenceswith consistent practice and reinforcement.

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

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

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

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

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

complete the selection Grade 8: p. T250 a-b, 308a-b, 438a-b,

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

Pearson Prentice Hall Literature, The Penguin Edition, Grade 8, Louisiana Edition (c) 2008

Instruction routines include: Model Selection presented by the author, unit skills introduced, specific skills for reading and literary analysis and vocabulary for the selections are presented. Before, during, and after strategies for every selection provide an instructional routine for teachers. Before Reading: The Build Skills page pre-teaches the reading skill for the selection. Grade 8: p. 52, 512 During Reading: The single-column format allows for side column annotations at point of need to serve as a personal reading tutor. Grade 8: p. 120, 167, 514 After Reading: Apply the Skills reinforces reading skills taught prior to reading. Grade 8: p. 168, 185, 516 Selection tests, Benchmark tests, and Readers Notebook support provide practice and application. The Teacher Wrap includes direct instruction on skills. To help students understand the meaning of words, sentences for the Connecting to the Literature feature are provided. Student practice is available in the form of Graphic Organizers that students fill in. Guided note-taking opportunities are offered in the Unit Resources and Readers Notebooks

Are there aligned student materials? X Every o