resources and templates · 20-01-2013 · decoding survey recording form a page 2 stample...

Resources and Templates

Complimentary Set

ADVANCED DECODING SURVEY

An Informal Diagnostic of Advanced Decoding Skills

866.401.7323

www.reallygreatreading.com

Poor decoding is one of the primary reasons students struggle to comprehend what they’re reading. When students cannot read text accurately

The Advanced Decoding Survey Plus (ADS Plus) is

if decoding effects a student’s ability to understand what they are reading.

YOU CAN USE THIS PACKET TO:

to comprehend.

Drive decisions about administering additional assessments.

the Beginning and Advanced Decoding Survey.

RGR

© January 2013, Really Great Reading® www.ReallyGreatReading.com, [email protected]

ADVANCED DECODING SURVEY PLUS

OVERVIEW

www.reallygreatreading.com/webinars.

PRE-DECODING SKILLS SURVEY

Assesses pre-

decoding skills like:

Letter sound

knowledge

Phonemic and

phonological skills

BEGINNING DECODING SURVEY

Assesses beginning

decoding skills like:

High-frequency

word knowledge.

Ability to read

simple single

syllable words

with short vowels,

digraphs and simple

blends

ADVANCED DECODING SURVEY

Assesses more

advanced decoding

skills like the

ability to read:

Complex single

syllable words with

trigraphs, complex

consonant blends.

Words with

advanced vowel

spellings

Words with more

than one syllable


Assesses most

advanced decoding

skills like the

ability to read:

Complex single

syllable words with

advanced vowels

and complex

phonics patterns.

Multi-syllable words

are analyzed by

syllable type to help

drive instruction.

Start using in K, or anytime a student reads fewer than 15 on the Beginning Decoding Survey.

Start using in the middle of 1st grade and anytime you suspect a student has

Start using in the middle of 2nd grade. Always give the

the student's age.

Use in 4th grade and beyond as an decoding screener or diagnostic.

www.ReallyGreatReading.com, [email protected] © January 2013, Really Great Reading®3


WHEN TO USE THE ADS PLUS AND WHO IT’S FOR

1. In conjunction with the Beginning and Advanced Decoding Surveys

If you are using the Grouping Matrix

2. In isolation as an informal decoding screener for older students.

3rd grade.

additional assessment.

PERFECT PROFICIENT EMERGING LOW

ADS Plus Page 1

Advanced Vowels and

Complex Phonics Features

30 27 or greater 23–27

ADS Plus Page 2

Multi-Syllable Words and

Complex Phonics Features

20 17 or greater 13–16

Recommendation



A CLOSER LOOK AT THE ADS PLUS

The ADS plus has three main elements

A Closer Look at the Student Page

30 advanced vowel words (15 real and 15 nonsense)

ir, aw, ea, and ear

when reading these words are long

vowel sounds, other vowel sounds, or

the nonsense words.

at least 27 of these 30 words correctly.

words, see the rhyming word chart on

20 multi-syllable words (10 real and 10 nonsense)

Notice:

and nonsense words only occur once.

© January 2013, Really Great Reading®Do not copy without written permission from publisher.

Words to Read

Set 1

torch spine f leet chafe launch

weight glow shoal slain joint

cube grease light burnt snooze

Set 2

narsh blay grawk blirk jave

steach choid shoop troe droam

jute jaip theed clore f lobe

Set 3

stamble shar take bointment grinf lation f lampede

storbidly fremble darcoal mistr ibute traven

Set 4

cider crumple unscramble publish refrain

compensate exceed indication por tray encroachment

ADVANCEDDECODING SURVEY




RECORDING FORM A

Nonsense Words

Error Grid

Re

al

Wo

rds

No

nse

nse

Wo

rds

No Try

Sound

Added or

Omitted

Consonant Consonant Digraph:

sh, ch, th, ph

Trigraph: dge, tch

BlendAdvanced

VowelInitial Final

1 torch N/A N/A

2 spine N/A

3 fleet N/A

4 chafe N/A N/A

5 launch N/A

6 weight N/A N/A

7 glow N/A

8 shoal N/A

9 slain

10 joint N/A

11 cube N/A N/A

12 grease N/A

13 light N/A N/A

14 burnt N/A

15 snooze N/A

16 narsh N/A

17 blay N/A

18 grawk N/A

19 blirk N/A

20 jave N/A N/A

21 steach

22 choid N/A N/A

23 shoop N/A N/A

24 troe N/A N/A

25 droam N/A

26 jute N/A N/A

27 jaip N/A N/A

28 theed N/A N/A

29 clore

30 N/A

Error Totals /30 /25 /26 /10 /19 /30

No Try

Sound

Added or

Omitted

Initial Final Digraph

&

Trigraph

BlendAdvanced

VowelTotal Words Read Correctly: Consonant

Student

Examiner

Grade

Date

Observations (Check the appropriate boxes:)Reads sound by sound,

then blends word

Possible b/d or

b/p reversalQuick to guess Slow

PAGE 1

feetcaflunch

gluesoulsangot jot

Sample StudentMs. Doe

5January 20, 2013

NTlitbunt

play SCnarch

blinkgavestach seach steekchopstooptoe

jab jip SCteep

1 7

10

4 5 5 6 14

Syllable Type

Word Info

No

nse

nse

Wo

rds

Re

al

Wo

rds

No

Try

Clo

se

d

Op

en

Vo

we

l Te

am

R-C

on

tro

lle

d

Vo

we

l

Co

nso

na

nt

+le

Vo

we

l +

Co

nso

na

nt

+ e

Oth

er

Err

ors

Sy

lla

ble

Ad

de

d o

r

Om

itte

d

Word to Read

1 stamble N/A N/A N/A N/A N/A

2 shartake N/A N/A N/A N/A N/A

3 bointment N/A N/A N/A N/A N/A

4 N/A N/A N/A N/A

5 N/A N/A N/A N/A N/A

6 storbidly N/A N/A N/A N/A

7 fremble N/A N/A N/A N/A N/A

8 darcoal N/A N/A N/A N/A N/A

9 N/A N/A N/A N/A

10 traven N/A N/A N/A N/A N/A

Total Nonsense Words Correct:

11 cider N/A N/A N/A N/A N/A


13 N/A N/A N/A N/A

14 N/A N/A N/A N/A N/A N/A

15 refrain N/A N/A N/A N/A N/A

16 compensate N/A N/A N/A N/A N/A


18 indication N/A N/A N/A N/A

19 portray N/A N/A N/A N/A N/A

20 encroachment N/A N/A N/A N/A

Total Real Words Correct:

No

Try

Clo

se

d

Op

en

Vo

we

l Te

am

R-C

on

tro

lle

d

Vo

we

l

Co

nso

na

nt

+le

Vo

we

l +

Co

nso

na

nt

+ e

Oth

er

Err

ors

Sy

lla

ble

Ad

de

d o

r

Om

itte

d

Page 2 Total Correct:

/20 /12 /5 /5 /5 /4 /5 /8

Student

Examiner

Grade

Date

Syllable Types

Closed—One vowel followed by one or more consonants with

a short sound

add, Ed, it, odd, up

Open—One vowel at the end of a syllable with a long or

schwa sound

table, even, silent, over, music, extra

Vowel Team—Two vowels that form a long or blended sound

ai, ay, ee, ea, ie, oa, ow, ue oi, oy, au, aw, oo, ou

R-Controlled—One vowel followed by an “r”

er, ir, ur, ar, or her, bird, turn, barn, fork

Consonant-le—

followed by –le with a schwa sound

Vowel-Consonant-e—One vowel followed by one consonant

and a silent “e” with a long vowel sound

made, Pete, pine, note, cube


RECORDING FORM APAGE 2

stample

brontmentshartack share-take

fampedstobidlyno try

sid

scrampcrumples

refancompensit

potay


5thJanuary 20, 2013

1 1 2 2 3 3 2 2 6 68

3

4

A Closer Look at the Recording Form

1. if a student reads the word steach as stach, the student

vowel team eaeagle, each, eat, east

sound.

2. if a student reads the word steach as seach, the student

3. if a student reads the word steach as steek, we would count

1. if a student reads the word shartake as shartack, it is a

2. if a student reads the word shartake as share-take, it is an

3.

Note:

3

12

3 2 1



STEP 1 Give student the page titled “Words to Read” (ADS Plus—Form A)

STEP 2 Introduce survey to student.

Say:

STEP 3 Guide student to read the words

Set 1—Point and say:

and read across the page

.




STEP 4

Tell student number of words read correctly.

Say:

SUMMARY SCRIPT


ADVANCED

Words to Read

Set 1

torch spine f leet chafe launch

weight glow shoal slain joint

cube grease light burnt snooze

Set 2

narsh blay grawk blirk jave

steach choid shoop troe droam

jute jaip theed clore f lobe

Set 3

stamble shar take bointment grinf lation f lampede

storbidly fremble darcoal mistr ibute traven

Set 4

cider crumple unscramble publish refrain

compensate exceed indication por tray encroachment

www.ReallyGreatReading.com, [email protected] © January 2013, Really Great Reading®

ADVANCED RECORDING FORM A

Error Grid

Re

al

Wo

rds

No

nse

nse

Wo

rds

No Try

Sound

Added or

Omitted


sh, ch, th, ph

Trigraph: dge, tch

BlendAdvanced

VowelInitial Final

1 torch N/A N/A

2 spine N/A

3 fleet N/A

4 chafe N/A N/A

5 launch N/A

6 weight N/A N/A

7 glow N/A

8 shoal N/A

9 slain

10 joint N/A

11 cube N/A N/A

12 grease N/A

13 light N/A N/A

14 burnt N/A

15 snooze N/A

16 narsh N/A

17 blay N/A

18 grawk N/A

19 blirk N/A

20 jave N/A N/A

21 steach

22 choid N/A N/A

23 shoop N/A N/A

24 troe N/A N/A

25 droam N/A

26 jute N/A N/A

27 jaip N/A N/A

28 theed N/A N/A

29 clore

30 N/A

Error Totals /30 /25 /26 /10 /19 /30

No Try

Sound

Added or

Omitted


&

Trigraph

BlendAdvanced


Student

Examiner

Grade

Date


then blends word

Possible b/d or


PAGE 1


Syllable Type

Word Info

No

nse

nse

Wo

rds

Re

al

Wo

rds

No

Try

Clo

se

d

Op

en

Vo

we

l Te

am

R-C

on

tro

lle

d

Vo

we

l

Co

nso

na

nt

+le

Vo

we

l +

Co

nso

na

nt

+ e

Oth

er

Err

ors

Sy

lla

ble

Ad

de

d o

r

Om

itte

d

Word to Read Student Response




4 N/A N/A N/A N/A





9 mistribute N/A N/A N/A N/A




12 crumple N/A N/A N/A N/A N/A

13 unscramble N/A N/A N/A N/A

14 publish N/A N/A N/A N/A N/A N/A








No

Try

Clo

se

d

Op

en

Vo

we

l Te

am

R-C

on

tro

lle

d

Vo

we

l

Co

nso

na

nt

+le

Vo

we

l +

Co

nso

na

nt

+ e

Oth

er

Err

ors

Sy

lla

ble

Ad

de

d o

r

Om

itte

d


Error Column Totals /20 /12 /5 /5 /5 /4 /5 /8

Student

Examiner

Grade

Date

Syllable Types


a short sound



schwa sound






Consonant-le—





ADVANCED RECORDING FORM APAGE 2



Advanced Decoding Survey Plus—Page 1Sample Scoring Sheet


RECORDING FORM A

Nonsense Words

Error Grid

Re

al W

ord

sN

on

se

nse

Wo

rds

No Try

Sound

Added or

Omitted


sh, ch, th, ph

Trigraph: dge, tch

BlendAdvanced

VowelInitial Final

1 torch N/A N/A

2 spine N/A

3 fleet N/A

4 chafe N/A N/A

5 launch N/A

6 weight N/A N/A

7 glow N/A

8 shoal N/A

9 slain

10 joint N/A

11 cube N/A N/A

12 grease N/A

13 light N/A N/A

14 burnt N/A

15 snooze N/A

16 narsh N/A

17 blay N/A

18 grawk N/A

19 blirk N/A

20 jave N/A N/A

21 steach

22 choid N/A N/A

23 shoop N/A N/A

24 troe N/A N/A

25 droam N/A

26 jute N/A N/A

27 jaip N/A N/A

28 theed N/A N/A

29 clore

30 N/A

Error Totals /30 /25 /26 /10 /19 /30

No Try

Sound

Added or

Omitted


&

Trigraph

BlendAdvanced


Student

Examiner

Grade

Date


then blends word

Possible b/d or


PAGE 1

feetcaflunch

gluesoulsangot jot


5January 20, 2013

NTlitbunt

play SCnarch

blinkgavestach seach steekchopstooptoe

jab jip SCteep

1 7

10

4 5 5 6 14



Advanced Decoding Survey Plus—Page 2Sample Scoring Sheet

Syllable Type

Word Info

No

nse

nse

Wo

rds

Re

al W

ord

s

No

Try

Clo

se

d

Op

en

Vo

we

l Te

am

R-C

on

tro

lle

d

Vo

we

l

Co

nso

na

nt

+le

Vo

we

l +

Co

nso

na

nt

+ e

Oth

er

Err

ors

Sy

lla

ble

Ad

de

d o

r

Om

itte

d

Word to Read




4 N/A N/A N/A N/A





9 N/A N/A N/A N/A





13 N/A N/A N/A N/A









No

Try

Clo

se

d

Op

en

Vo

we

l Te

am

R-C

on

tro

lle

d

Vo

we

l

Co

nso

na

nt

+le

Vo

we

l +

Co

nso

na

nt

+ e

Oth

er

Err

ors

Sy

lla

ble

Ad

de

d o

r

Om

itte

d


/20 /12 /5 /5 /5 /4 /5 /8

Student

Examiner

Grade

Date

Syllable Types


a short sound



schwa sound






Consonant-le—






RECORDING FORM APAGE 2

stample

brontmentshartack share-take

fampedstobidlyno try

sid

scrampcrumples

refancompensit

potay


5thJanuary 20, 2013

1 1 2 2 3 3 2 2 6 68

3

4



PRONUNCIATION/RHYMING WORD GUIDE

Rhyming Word Chart

Set 1

(See note below about acceptable alternative pronunciations)

Set 2

Set 3

FREQUENTLY ASKED QUESTIONS:

What should I do if my student is producing a vowel sound that is one of the common sounds

that the vowel combination makes, but not the pronunciation found on the rhyming word

chart? (acceptable alternative pronunciations)

dearth

When would I follow up the ADS Plus with the other Diagnostic Decoding Surveys?



How does reading words in isolation compare to reading words in context?

Why do you assess nonsense words?

th

with unfamiliar words when they encounter them in content area reading.

How should I proceed when I determine that my student is struggling with decoding?

Assessing

FOR MORE INFORMATION ON THE DIAGNOSTIC DECODING SURVEYS OR THE GROUPING MATRIX, CONTACT US.

Website: www.ReallyGreatReading.com

Toll Free:

Email: [email protected]

4TRA: Word Identification

Handout 1

Starting the QPSSay to the student: “I’m going to ask you to read some words and sentences to me so I can findout what kinds of words are easy for you to read and what kinds of words you still need to learn.I want you to try to do your best. We probably won’t do this whole page; we’ll stop if it getstoo hard. Any questions?”

For the NAMES task, have students name the letter Q, not the qu digraph.

For the SOUNDS task, have students give you the SHORT sound for each of the VOWELS. If they saythe long sound (letter name), say: “That is one sound that letter makes. Do you know the shortsound for that letter?”

Procedures for Administration

STARTING POINT:For students in Grade 4, the recommended starting point is Task 3a.

MOVING FROM TASK TO TASK:If the student misses five words in Task 3a, have the student read the sentences in 3b. Then go backand administer Task 2b.

Administer each section of each task (i.e., words in isolation and then words in text).

ERROR CORRECTION:If a student does not know a word, tell him/her to skip it and move on to the next one. Do not readthe word for the student.

STOPPING TESTING:Stop the assessment when the student appears frustrated or tired. NOT ALL TASKS MUST BEADMINISTERED , but try to assess as many as possible so you will have sufficient information to planinstruction.

When a student misses five words in the word box, move to the words in text. Then, move to thenext word box task. If the student misses five words in that word box, complete that task(administer the sentences), and stop the assessment.

A teacher may choose to administer additional tasks in order to gain further information but care mustbe taken not to frustrate the student.

Scoring the QPSMark errors and make notes/comments to help you remember how the student responded.

The QPS is scored by each individual task ONLY . Record the ratio of CORRECT responses over the totalnumber POSSIBLE (e.g., 13/21 or 8/10) for each task. For Tasks 2b, 3b, 4b, 5b, and 6b, only theunderlined word counts, but note or make comments about how well other words were read.

NOTE : The grade level listed above each task is an APPROXIMATE level at which those phonics skills aretaught. Results from the QPS CANNOT be used to determine a student’s grade-level performance inreading, only their strengths/needs in key phonics skills.

Adapted from Hasbrouck, J., & Parker, R. (2001). Quick phonics screener. College Station, TX: Texas A&M University. ©2001.

(1 of 5)

Quick Phonics Screener (QPS)


Handout 1( )

Q U I CK P H O N I CS S C R E E N E RStudent Copy - page 1

Task1(a)

Task1(b)

m t a s i r d f o

g l h u c n b j k

y e w p v qu x z

Task2(a) dad fog let tub in sit cup red map on

Task2(b)

Sam and Ben hid the gum. Pat had a nap in bed.

Mom had a top on a big pot. Tim can sit in a tub.

Task3(a)

gasp romp mint just soft club bran snip prod sled

Task3(b)

Glen will swim past the raft in the pond.

The frog must flip and spin and jump.

Task4(a)

nice mole rule doze fate ripe cave tile cane vote

Task4(b)

Mike and Jane use a rope to ride the mule.

Pete has five tapes at home.

Task5(a)

cart pork verb shirt furl torn fern mark turn stir

Task5(b)

The dark tar on his torn shirt burned and hurt him.

The bird hid under the ferns in the park.


(2 of 5)


Handout 1

Q U I CK P H O N I CS S C R E E N E RStudent Copy - page 2

Task6(a)

lick sling sunk wrap ship whiz moth sigh chin knob

Task6(b)

The ducks chomp on the knot. What is that on the right?

Wring the wet dish cloth in the sink.

Task7

foam roast • flea creak • mood scoop • steep bleed

raise waist • fold scold • spray gray • shout mount

spoil join • joy royal • haul fault • brawl straw

toe goes • chew jewel • thrown pillow

Task8

discount dismiss • nonsense nonstop • index intent • return regard

station motion • famous jealous • madness witness • mission session •

portable drinkable • fastest dampest • battle handle • mouthful fearful •

traffic plastic • beware beneath • decay demand

Task9(a)

moment crater bacon spider escape crazy mascot address basket punish

Task9(b)

amputate liberty dominate elastic entertain

practical innocent electric volcano segregate

Task9(c)

particular contaminate community superior vitality

evaporate inventory prehistoric solitary emergency


(3 of 5)

4TRA: Word Identification Handout 1

Q U I CK P H O N I CS S C R E E N E R — S c o r i n g F o r m

Student: Teacher: Date:K - 1 s t SCORE SCORE

Task 1. Letters

(a) Names

(b) Sounds

N A M ES

m t a s i r d f o

g l h u c n b j k

y e w p v qu x z/26

S OUN DS

m t a s i r d f o

g l h u c n b j k

y e w p v qu x z

/ 21

cons .

/ 5

v ow el s

Gr. 1 COMMENTS SCORE

Task 2. VC & CVC

(a) in Listdad

s i t

fog

cup

let

red

tub

map

in

on / 10

(b) in TextSam and Ben hid the gum. Pat had a nap in bed.

Mom had a top on a big pot. Tim can sit in a tub. / 20

Task 3. CVCC & CCVC

(a) in Listgasp

club

romp

bran

mint

snip

just

prod

soft

sled / 10

(b) in TextGlen will swim past the raft in the pond.

The frog must flip and spin and jump. / 10

Gr. 1-2

Task 4. Silent E CVC-e

(a) in Listnice

ripe

mole

cave

rule

tile

doze

cane

fate

vote / 10

(b) in TextMike and Jane use a rope to ride the mule.

Pete has five tapes at home. / 10

Task 5. R-Control Vowels

(a) in Listcart

torn

pork

fern

verb

mark

shirt

turn

furl

stir / 10

(b) in TextThe dark tar on his torn shirt burned and hurt him.

The bird hid under the ferns in the park. / 10

Gr. 1-3

Task 6. Consonant

Digraphsth, ng, sh, wh, ch,igh, ck, kn, wr, nk

(a) in List

lick

whiz

sling

moth

sunk

sigh

wrap

chin

ship

knob/ 10

(b) in TextThe ducks chomp on the knot. What is that on

the right? Wring the wet dish cloth in the sink. / 10

Task 7. Vowel Digraphs &

Diphthongsoa, ea, oo, ee, ai,ol, ay, ou, oi, oy,au, aw, oe, ew, ow

foam roast

raise waist

spoil join

toe goes

flea creak

fold scold

joy royal

chew jewel

mood scoop

spray gray

haul fault

thrown pillow

steep bleed

shout mount

brawl straw

/ 30

Gr. 2 - 6

Task 8. Prefixes & Suffixes

dis-, non-, in-, re-, -tion,-ous, -ness, -ion, -able,-est, -le, -ful, -ic, be-, de-

discount dismiss

return regard

madness witness

fastest dampest

traffic plastic

nonsense nonstop

station motion

mission session

battle handle

beware beneath

index intent

famous jealous

portable drinkable

mouthful fearful

decay demand/ 30

Task 9. Multi-Syllable

(a) 2 - Syllablemoment

crazy

crater

mascot

bacon

address

spider

basket

escape

punish / 10

(b) 3 - Syllableamputate

practical

liberty

innocent

dominate

electric

elastic

volcano

entertain

segregate / 10

(c) 4 - Syllableparticular

evaporate

contaminate

inventory

community

prehistoric

superior

solitary

vitality

emergency / 10

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•

•


(4 of 5)

4T

RA

: Word Identification

H

andout 1

©

2003

UT

System

/TE

A

QPS Class Summary

Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Task 7 Task 8 Task 9Letter-sounds VC & CVC CVCC &

CCVCVCe Vowel+r Cons.

DigraphVowelPair

Prefix/Suffix

2syl

3syl

4syl

Student Name

26 21 5 10 20 10 10 10 10 10 10 10 30 30 10 10 10

Adapted from Denton, C. (2002). QPS class summary. Houston, TX: Center for Academic and Reading Skills, University of Texas, Houston; Third Grade Teacher ReadingAcademy. (2002). Austin, TX: UT System; Texas Education Agency; Education Service Center Region 13; Education Service Center Region 4.

(5 of 5)

San Diego Quick Assessment of Reading Ability

Grade level K-11 Word Recognition Individual testing 10 minutes

WHAT This test measures the recognition of words out of context. Generally, proficient readers read as accurately both in and out of context. This test consists of 13 graded word lists from preprimer to eleventh grade. The words within each list are of about equal difficulty.

WHY Weak readers overrely on context and recognize words in context more easily than out of context.

HOW Begin with a list two or three sets below the student’s grade level and continue until the student makes three or more errors in a list. Present the Student Material word list to the student. Use a paper to cover word lists not being read. Mark errors on the Record form by crossing out each missed word. Mispronunciations can be written down next to the word. When the teacher says “next”, the student should move the paper down and read the next word. Encourage the student to read words that he or she does not know so that you can identify the techniques used for word identification. Wait no longer than five seconds before moving on to the next word.

WHAT IT MEANS Each list completed by the student can be scored as shown below.

Errors/List Reading Level

1 error Independent Level

2 errors Instructional Level

3 errors Frustration Level

Student Reading Level = The student’s reading level is the last grade-level word list in which the student reads eight or more words correctly.

San Diego Quick Assessment – Record Form

Name ___________________ Grade _______ Date _________ Directions: Begin with a list that is at least two or three sets below the student’s grade level. Have the student read each word aloud on that list. Continue until the student makes three or more errors in a list. Reading Levels: One error- independent level; two errors- instructional level; three errors- frustration level. When testing is completed, record the highest level in each of these categories in the spaces below. INDEPENDENT ____________ INSTRUCTIONAL _____________ FRUSTRATION _____________

Preprimer Primer Grade 1 Grade 2 Grade 3

see you road our city

play come live please middle

me not thank myself moment

at with when town frightened

run jump bigger early exclaimed

go help how send several

and is always wide lonely

look work night believe drew

can are spring quietly since

here this today carefully straight

Grade 4 Grade 5 Grade 6 Grade 7

decided scanty bridge amber

served business commercial dominion

amazed develop abolish sundry

silent considered trucker capillary

wrecked discussed apparatus impetuous

improved behaved elementary blight

certainly splendid comment wrest

entered acquainted necessity enumerate

realized escaped gallery daunted

interrupted grim relativity condescend

Grade 8 Grade 9 Grade 10 Grade 11

capacious conscientious zany galore

limitation isolation jerkin rotunda

pretext molecule nausea capitalism

intrigue ritual gratuitous prevaricate

delusion momentous linear visible

immaculate vulnerable inept exonerate

ascent kinship legality superannuate

acrid conservatism aspen luxuriate

binocular jaunty amnesty piebald

embankment inventive barometer crunch

Copyright © 1999 CORE, The Graded Word List: Quick Gauge of Reading Ability.

San Diego Quick Assessment – Student Material

see

play

me

at

run

go

and

look

can

here

you

come

not

with

jump

help

is

work

are

this

road

live

thank

when

bigger

how

always

night

spring

today

our

please

myself

town

early

send

wide

believe

quietly

carefully

city

middle

moment

frightened

exclaimed

several

lonely

drew

since

straight

decided

served

amazed

silent

wrecked

improved

certainly

entered

realized

interrupted

scanty

business

develop

considered

discussed

behaved

splendid

acquainted

escaped

grim

bridge

commercial

abolish

trucker

apparatus

elementary

comment

necessity

gallery

relativity

amber

dominion

sundry

capillary

impetuous

blight

wrest

enumerate

daunted

condescend

San Diego Quick Assessment – Student Material

capacious

limitation

pretext

intrigue

delusion

immaculate

ascent

acrid

binocular

embankment

conscientious

isolation

molecule

ritual

momentous

vulnerable

kinship

conservation

jaunty

inventive

zany

jerkin

nausea

gratuitous

linear

inept

legality

aspen

amnesty

barometer

galore

rotunda

capitalism

prevaricate

visible

exonerate

superannuate

luxuriate

piebald

crunch

PLAIN TALK ABOUT LITERACY AND LEARNINGNew Orleans, LA | February 17-19, 2016

Aligning Standards, Texts, and Text-Dependent Questions— Nancy Boyles —

www.cdl.org | [email protected] | (504) 840-9786

About CDL

About the Presenter

CDL is a results-driven, nonprofit organization. Our singular focus is to improve the life chances of all children, especially those at high risk, by increasing school success.

We provide professional learning that is specific and relevant to the needs of your students and your teachers.

We tackle real-time issues such as critical thinking and metacognition, remediating struggling readers, and building and sustaining collective capacity of students and teachers.

Our professional learning is designed, facilitated, evaluated, and adjusted to meet your needs. In collaboration with school and district leaders, we examine student and teacher data and build professional learning in response to student and teacher performance. We examine progress frequently and adjust accordingly.

Our specialists excel in the areas of reading, writing, leadership, critical thinking, early childhood development, how students learn, intervention and remediation, and learner-specific instruction. We have experts at all levels from early childhood through high school.

Give us a call - we are ready to travel to you.

Nancy Boyles

Nancy Boyles, Ph.D., is Professor Emerita at Southern Connecticut State University where she was professor of reading and Graduate Reading Program coordinator. Prior to that, she was a classroom teacher for many years. Nancy currently consults with districts and other organizations and agencies, providing workshops, modeling best practices in classrooms, and assisting with curriculum development. She is the author of two books on close reading: Closer Reading, Grades 3-6: Better Prep, Smarter Lessons, Deeper Comprehension (Corwin 2014), and Lessons and Units for Closer Reading (Corwin 2015). Her book with close reading lessons and units for the primary grades will be released soon. Nancy has also written six other books: Teaching Written

Response to Text, Constructing Meaning through Kid-Friendly Comprehension Strategy Instruction, Hands-On Literacy Coaching, That’s a GREAT Answer, Launching RTI Comprehension Instruction with Shared Reading, and Rethinking Small Group Instruction in the Intermediate Grades. In her spare time, Nancy enjoys spending time at her little beach house on Cape Cod.

ALIGNING STANDARDS, TEXTS, AND TEXT

DEPENDENT QUESTIONS:

RIGOR IN LITERACY TEACHING & LEARNING

Developed and presented by: DR. NANCY BOYLES

Professor Emerita Southern Connecticut State University

[email protected]

©Nancy Boyles 2016Center for Development and Learning(504) 840-9786 | www.cdl.org | [email protected] 1

PLAIN TALK ABOUT LITERACY AND LEARNINGNew Orleans, LA |February 17-19, 2016

mailto:[email protected]

COLLEGE & CAREER READINESS STANDARDS FOR READING

Key Ideas and Details

1

Read and closely determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas

3 Analyze in detail where, when, why, and how events, ideas, and characters develop and interact over the course of a text.

Craft and Structure

4

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and explain how specific word choices shape meaning or tone.

5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

6 Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7 Synthesize and apply information presented in diverse ways (e.g., through words, images, graphs, and video) in print and digital sources in order to answer questions, solve problems, or compare modes of presentation

8 Delineate and evaluate the reasoning and rhetoric within a text, including assessing whether the evidence provided is relevant and sufficient to support the text’s claims. (nonfiction)

9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. (C1: text-to-text)

Range and Level of Text Complexity

10 Read complex texts independently, proficiently, and fluently, sustaining concentration, monitoring comprehension, and when useful, rereading.



COMMON CORE COLLEGE & CAREER READING STANDARDS Standard Possible questions to ask for

literary text Possible questions to ask for

informational text

1. Findingevidence

x What kind of evidence do youfind on the cover (illustration,title, author) that prepares you toread this story?

x How does this text “look” on thepage (stanzas, illustration, etc.)?How will this support yourreading?

x Who is the narrator?x What does the author mean by__?x Identify the: characters, setting,

problem, outcomex What do you think are the most

important details in this part ofthe text? Why?

x What do you know about thecharacter(s)/ problem / settingfrom this part of the text?

x What do you know about thecharacter(s)/ problem / settingthat you didn’t know before?

x What did the author want us toknow here?

x What is the first thing that jumpsout at you? Why?

x What is the next thing that jumpsout at you? Why?

x What kind of evidence do you findon the cover (illustration, title,author) that prepares you to read thistext?

x How does this text “look” on thepage (columns, numberedparagraphs, etc.)? How will thissupport your reading?

x What does the author mean by__?x Who is providing this information?x Identify the: topic, main pointsx What facts/details really stand out to

you? Why?x What do you know about this

person/ situation / place / etc. fromthis part of the text?

x What do you know about thisperson/ situation / place / etc. thatyou didn’t know before?

x What did the author want you toknow here?

x What is the first thing that jumps outat you? Why?

x What is the next thing that jumpsout at you? Why?

2. Theme, mainidea, summary

x Explain what is happening here inyour own words (paraphrase).

x What is this story starting to beabout?

x What is the author’s message?x What is the big idea?x What lesson does ___ learn?x What is the author’s message and

how does the author show thisthroughout the story?

x Explain what the author is saying inyour own words (paraphrase).

x What is this [article] starting to beabout?

x What did you learn in this part of thetext?

x What is the main idea?x What is the main idea and how does

the author show this in the text?

3. Story parts,facts

x How does the setting (time andplace) make a difference to thestory?

x How does [character] changethroughout the story?

x What character trait/feeling ispresent here?

x How does [person] contribute to thissituation/problem (or the solution ofthe problem)?

x How does one event/step lead to thenext (cause/effect)?

x What are the most importantfacts/details?



Why does the author choose theseparticular details to include?

x Why does the author choose theseparticular details to include?

4. Vocabulary/words*

x What words show a feeling of___?

x What tone or mood does theauthor create? What wordscontribute to that tone?

x What does this word mean basedon other words in the sentence?

x What is the meaning of thissimile/personification/idiom/metaphor, and why did the authorchoose it?

x What are the most importantwords to talk about this text?

x What words paint a picture inyour mind?

x What crafts for word choice didthe author use to add tomeaning?*

x What words show a feeling of ___?x What tone or mood does the author

create? What words contribute tothat tone?

x What does this word mean based onother words in the sentence?

x What is the meaning of thissimile/personification/idiom/metaphor, and why did the authorchoose it?

x What are the most important wordsto talk about this text?

x What words paint a picture in yourmind?

x What crafts for word choice did theauthor use that added to meaning?*

5. Structure,genre, syntax*

x What is the structure of this story(or part of the story)?

x What is the genre? What genrecharacteristics do you find?

x Are the sentences easy or hard tounderstand? Why?

x Why do you think the authorchose this genre or format (likepicture book, poem, etc.)?

x How does this passage/paragraphfit into the text as a whole?

x How does the author craft theorganization of this story to addto meaning?

x Where does the author want us touse different thinking strategies(picturing, wondering, etc.)?What makes you say this?

x What is the structure of this text (orpart of the text)?

x What is the genre? What genrecharacteristics do you find?

x Are the sentences easy or hard tounderstand? Why?

x Why do you think the author chosethis genre or format (like picturebook, poem, etc.)?

x How does this passage/paragraph fitinto the text as a whole?

x How does the author craft theorganization of this [article] to addto meaning?

x Where does the author want us touse different thinking strategies(picturing, wondering, etc.)? Whatmakes you say this?

6. Point of view*

x Who is speaking in this passage?x Who does the narrator seem to be

speaking to?x What is the narrator’s/ character’s

point of view (what does he/shethink about ___)?

x What does the narrator/charactercare about?

x Are there particular words that theauthor chose to show strongfeelings?

x Who is the author of thisarticle/book?

x Who does the author seem to bespeaking to?

x What is the author’s point of viewabout ___?

x What does the author care about?x Why did the author write this?x Do you think the author is openly

trying to convince you of


x

Do different characters havedifferent points of view about__?

x Does this information change yourpoint of view about __?

7. Different kindsof texts

x How do the illustrations add tothe meaning?

x How is the [live version, video,etc.] the same or different fromthe print version?

x How do the graphics [charts, maps,photographs, etc.] add to or clarifythe message?

x How does the video, interview, etc.]add to or change your understandingof this subject?

8. Critiquing text

This standard is not applied to literary text

x Did the author present the subjectfairly, explaining all sides of thesituation without bias?

x Did the author provide sufficientevidence on the subject?

x Did the author leave out informationthat should have been included?

x Is the author knowledgeable on thesubject with current information?

x Is there anything the author couldhave explained more thoroughly forgreater clarification? What?

9. Text-to-text

x How is [character 1] the same ordifferent from [character 2]?

x How is [one story] different from[second story]?

x How is the message/theme of[story 1] the same or differentfrom the message/theme of [story2]?

x Does this story remind you ofanything else you have read (orviewed)? Explain.

x Does the information from [text 1]express the same or different pointof view from [text 2]?

x What new information did you getfrom [text 2] that was not includedin [text 1]?

x Does this text remind you ofanything else you have read (orviewed)? Explain.



something? What makes you say this?

ESSENTIAL STANDARDS-BASED QUESTIONS FOR STRUGGLING READERS

Standard 1: What details stand out to you? Why?

Standard 2: Put this part of the [story/text] into your own words. What big idea does the author want us to understand here?

Standard 3: How does _____ relate to _____?

Standard 4: What words [in this paragraph] seem the most important? What words are hard?

Standard 5: How did the author organize this information? (problem/solution; main idea/details, sequence of events, etc.)

Standard 6: Who is telling this story (or providing this information)? What does this person seem to care about?

Standard 7: How does this [photograph/video/other] help you to understand this topic better?

Standard 8: What could the author have explained more thoroughly so we could understand it better?

Standard 9: How is ____ the same as (or different from) ____?



PLANNER FOR CLOSE READING Text: Amelia Earhart

Before Reading Clues based on cover illustration—or N/A Clues based on page layout (columns, stanzas, bolded words, etc.) x Divided into paragraphs (places to pause; each contains a big idea and details)x Two headings (discuss what you will probably learn in each section)Clues based on title, authorx Amelia Earhart (Do I have any background knowledge?)Probable text type (Literary or informational); possible genrex Probably nonfiction; probably biography

During Reading Ask these questions first Follow-up Text-dependent Questions

x What is the authortelling me?

x Any hard or importantwords?

x What does the authorwant me to understand?

x How does the authorplay with language toadd to meaning?

First chunk (first paragraph) x What part of Amelia’s life is this about? (early years)x What was important to her right from the start? (flying)x Even if you have no previous knowledge of Amelia Earhart, what

do you expect her life to be about? What is the evidence?Second chunk (second paragraph) x What is the topic sentence of this paragraph? How can you tell?

(all other sentences relate to first one)x What does excelled mean?x What does altitude mean?x What does the author mean by aviation achievements?x How does this paragraph fit with the first? (next part of her life)x What details seem especially important in this paragraph? Why do

you think the author included them? (aviation achievements;showed why she became famous)

Third chunk (third paragraph)

Fourth chunk (fourth paragraph)



Fifth chunk (fifth paragraph)

x Why do you think Amelia chose this title for her book?x What does it mean to polish your skills?x How does this paragraph fit with the one before it? (more

achievements; more fame)

After Reading (Depending on time available, some tasks below may not be completed on same day as first close reading)

Important words to talk about the text Amelia Earhart, aviation, Atlantic, fly, achievements Review of text type (literary/information) and genre Nonfiction; biography Theme/lesson/message (if appropriate) What is the main idea/author’s message here? (Following your passion; dream big) Retell/summarize (if appropriate) Yes, good to summarize (a sequence) Collaborative oral task With partner, orally summarize the main points of this text. Written task (if appropriate) Create written summary the following day or later in the week

THINK ABOUT IT

� Which standards were well represented?

� Were there any standards that were not well represented?

� What kind of text could you pair with this one to feature different standards?

� What component would you like to connect?



Amelia Earhart

Amelia Earhart Learns to Fly Amelia Earhart was born in Atchison, Kansas, on July 24, 1897. In those days, airplanes were not nearly as common as they are today. Earhart was 12 years old before she ever saw an airplane, and she did not take her first flight until 1920. Amelia Earhart was so thrilled by her first airplane ride that she quickly began to take flying lessons. She wrote, "As soon as I left the ground, I knew I myself had to fly."

Earhart excelled as a pilot. Her first instructor was Neta Snook, one of the first women to graduate from the Curtiss School of Aviation. Earhart borrowed money from her mother to buy a two-seat plane. She got her U.S. flying license in December 1921, and by October 1922, she set an altitude record for women of 14,000 feet. In 1923, Earhart received her international pilot's license - only the 16th woman to do so. At the same time, she was becoming famous for her aviation achievements.

Amelia Earhart Flies Across the Atlantic In 1928, Amelia Earhart received a phone call that would change her life. She was invited to become the first woman passenger to cross the Atlantic Ocean in a plane. "The idea of just going as 'extra weight' did not appeal to me at all," she said, but she accepted the offer nonetheless. On June 17, after several delays due to bad weather, Amelia Earhart flew in a plane named Friendship with co-pilots Wilmer "Bill" Stultz and Louis "Slim" Gordon. The plane landed at Burry Port, South Wales, with just a small amount of fuel left.

Today, pilots routinely cross the Atlantic in about seven hours. How long was Earhart's flight? Earhart's first trip across the Atlantic took more than 20 hours! After that flight Earhart became a media sensation. Following the trip, she was given parties and even a ticker tape parade down Broadway in New York City. President Coolidge called to congratulate her on crossing the Atlantic. Because Earhart's record-breaking career and physical appearance were similar to pioneering pilot and American hero Charles Lindbergh, she earned the nickname "Lady Lindy."

Earhart wrote a book about her first flight across the Atlantic, called 20 Hrs., 40 Min. She continued to break records. She also polished her skills as a speaker and writer, always advocating women's achievements, especially in aviation.



BOOKMARKS FOR CLOSE INDEPENDENT READING

Question1

•What is theauthor tellingme?

Question2

•Are there anywords that arehard, or seemimportant?

Question3

•What does theauthor wantme tounderstand?

Question4

•How does theauthor playwith languageto add tomeaning?

Question1

•What is theauthor tellingme?

Question2

•Are there anywords that arehard, or seemimportant?

Question3

•What does theauthor wantme tounderstand?

Question4

•How does theauthor playwith languageto add tomeaning?



What is the author telling me? Any hard or important words?

What does the author want me to understand?

How does the author play with language to add to meaning?



I noticed

Something new Something important Something confusing



MDE DIVISION OF

LITERACY

The literacy coach assists teachers with the appropriate use of core and supplemental instruction materials that align with the College- and Career-Readiness Standards. Therefore, a thorough understanding of the curriculum is key. Work together as a team to complete the S.W.O.B. (Strengths, Weaknesses, Opportunities and Barriers) ANALYSIS TEMPLATE for your school’s curriculum/intervention program(s).

Use the following checklist to assist in completing the S.W.O.B Analysis on pg. 2 (General Checklist) Oral Language

Materials include opportunities to build oral language and listening skills as students develop the ability to read independently. Phonological Awareness

Instruction follows a progression to develop phonological awareness (for example, syllables, rhyming, alliteration, onset and rime) Phonemic Awareness

Phonemic Awareness instruction follows a developmental progression- for example, phoneme isolation, (first, final, and medial sounds), blending, segmentation, and phoneme deletion

Phonics Instruction presents letter-sound correspondences in an explicit, sequential and systematic fashion (Module 7 design)

Fluency Instruction/Materials provide teachers opportunities to model fluent reading and to scaffold and give feedback as students read orally. Instruction provides opportunities for teachers to incorporate alternate oral reading strategies

Vocabulary Instruction/Materials provide the opportunity to explicitly teach vocabulary by making a connection between new words and other known

words, by relating their own experiences, by differentiating between correct and incorrect uses of the word. Comprehension

Instructional materials include grade appropriate text that allow students to read a variety of texts daily with or without feedback to support accuracy, fluency, and comprehension

Instruction provides opportunities for close reading Materials include text-dependent questions and provide students with an opportunity to engage in high-quality discussions

Elements of design for reading instructional material Content (what is taught)

Print concepts Phonological Awareness Phonics (includes Spelling) Word Analysis Fluency Language (vocabulary and academic language) Comprehension Writing Speaking and listening

Instructional Design

Scope and Sequence Standard-alignment Lesson organization Assessment (formal and informal)

Pedagogy (how it is taught)

Explicit Systematic Instructional sequences and routines Scaffolded Feedback Differentiate

Adapted from: Foorman, B. R., Smith, K. G., & Kosanovich, M. L. (2017). Rubric for evaluating reading/ language arts instructional materials for kindergarten

to grade 5 (REL 2017–219). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and

Regional Assistance, Regional Educational Laboratory South east. Retrieved from http://ies.ed.gov/ncee/edlabs.

S.W.O.B. (Strengths, Weaknesses, Opportunities, and Barriers) ANALYSIS TEMPLATE

Curriculum or Program: ___________________________

Strengths Specific areas of strength in literacy instruction and/or materials

Weaknesses Specific areas of weakness in literacy instruction and/or materials that

require supplemental support (i.e. an additional routine, text, skills revision)

Opportunities Within the materials, there are opportunities to effectively improve whole-

group/small group literacy instruction (i.e., embedded close reading procedures, strong evidence of text-dependent questions, explicit

phonics instructional routine)

Barriers Specific areas within the program and/or materials that insufficiently

addresses the components of reading

Adapted by K. Wells, Assistant State Literacy Coordinator (K-3), MDE

Data Meetings – Prompts for Discussion 1. Investigate

– List your area(s) of concern based on specific student need • Example: Comprehension

– What evidence (or DATA) exists to support this student need? How do you know it is a need? • Example: Teacher made tests, observations, anecdotal records, checklists, surveys,

portfolios, etc. – List other types of evidence (DATA) that your team could gather to gain a clearer picture. – What are the implications of the data collected? – What else would be good to know about students as readers and writers? – Is there a way to get that information? – Do all teachers know what tests are given to whom and how to read the reports associated with

each test? – Do teachers understand what each assessment tells—and might not be able to tell—about

students’ performance as readers and writers? – Do teachers know how to use this data to guide instruction?

2. Plan/List the resources your team will need to plan a course of action

– Are ALL students receiving differentiated instruction in your teacher led group (Tier I)? – How are you identifying “at-risk” students? – Are “Urgent Intervention” and “Intervention” students receiving Interventions? – Which students are receiving Tier II or Tier III instruction? – Are teachers using data to drive their instruction? How?

o Discuss how you are placing students in small groups. o Discuss how you are differentiating instruction based on your data.

3. Implement

– List the data that will be used to monitor the course of action. – Who will be responsible for collecting/posting/sharing/reporting the data? – What actions will you take to support the implementation as a literacy coach?

4. Determine Effectiveness

– How has this impacted student learning? – What, if any, actions are necessary?

o Continue? Revise? Discontinue? – Is there another related area of concern that you might want to target?

5. Reflect

– What have you learned from this process? – How will the insights help teachers in their classrooms? – How will this process be shared with other faculty? – Which assessments are used in your school, and how are the data from them used to evaluate

school programs and teaching practices? – Do all of your assessments serve a purpose? – Are any assessments given where the data collected is not being used to inform teaching or

evaluate the school programs? – Do teachers in your school use data to evaluate student learning and ‘put faces on the data’?

RECOMMENDATIONS

2017

CURSIVE WRITING RECOMMENDATIONS 2

The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the non‑discrimination policies of the above mentioned entities: Director, Office of Human Resources, Mississippi Department of Education, 359 North West Street, P.O. Box 771, Suite 203, Jackson, MS 39205‑0771, (601)359-3511.

Mississippi Department of Education 359 North West Street P. O. Box 771 Jackson, Mississippi 39205-0771 (601) 359-3511 www.mdek12.org/ESE


Carey M. Wright, Ed.D.

S T A T E S U PER I NT END ENT O F EDU C A T I O N

Kim Benton, Ed.D. C H I EF A C A DEM I C O F F I C ER

O F F I C E O F E L EM E N T A RY E D U C AT I O N AN D R EA D IN G

Nathan Oakley, Ph.D. E X E C U T I V E D I R E C T O R

Tenette Smith, Ed.D. B U R E A U D I R E C T O R

Kymyona Burk, Ed.D. B U R E A U D I R E C T O R

Office of Literacy

Jill Dent, Ed.D. B U R E A U D I R E C T O R Office of Early Childhood

Robin Lemonis, M.Ed., CALT, LDT B U R E A U D I R E C T O R ,

Office of Intervention Services


TABLE OF CONTENTS

Introduction .................................................................................................... 5

Research Supporting Cursive Writing Instruction ........................................ 6

Standards ........................................................................................................ 7

Letter Introduction ......................................................................................... 8

Parent Communication ................................................................................ 10

References ..................................................................................................... 12


INTRODUCTION In an effort to require public schools to implement instruction pertaining to cursive writing, the Mississippi Legislature passed Senate Bill 2273, which became effective on July 1, 2017. The legislation authorized and directed the State Board of Education to require all public school districts to meet the following elementary education curriculum standard:

The standard course of study shall include the requirement that the public schools provide instruction in cursive reading and writing, implemented across the curriculum, so that students create readable documents through legible cursive handwriting by the end of the fifth grade, and that students pass with proficiency a teacher-constructed test demonstrating the students competency in both reading and writing cursive. This requirement shall be applicable beginning with the 2018-2019 school year. The provisions of this section shall not be applicable to the Mississippi School for the Blind and the Mississippi School for the Deaf.

The purpose of this document is to provide teachers, schools, and districts with guidance for cursive writing instruction from Grade 2 to Grade 5, in support of the Mississippi College- and Career-Readiness Standards for English Language Arts. It is important to note that instructional plans that detail when and how to teach and assess cursive writing should be developed at the local school or school district level. This guide does not advocate the use of any particular program to teach cursive writing. Local districts are encouraged to choose or develop the program that best meets the needs of students. As schools and districts are planning instruction and assessment, the following should be considered:

• Determine the grade level of administration (third - fifth)

• Establish assessment criteria (must be administered by the end of fifth grade)

• Communicate cursive writing requirements to parents

• Align writing resources to the standards


RESEARCH SUPPORTING CURSIVE WRITING INSTRUCTION According to the researchers who presented at the 2012 Educational Summit for “Handwriting in the 21st Century,” teaching keyboarding skills, while valuable, “in lieu of handwriting can leave students at a disadvantage.” These researchers found that teaching handwriting can increase brain activity, impacts performance across all disciplines, and provides a foundation for higher-order skills (Zaner-Bloser, 2013). When writing cursive, the word becomes a unit, rather than a series of separate strokes, and correct spelling is more likely to be retained.

“Kate Gladstone, a handwriting specialist based in Albany, estimates that while a student needs to jot down 100 legible words a minute to follow a typical lecture, someone using print can manage only 30” (Freedman, 2005).

All lower case cursive letters can begin on the line, so fewer of them are likely to be reversed (King, 2015).

Most critically, handwriting engages more cognitive resources than keyboarding does (Berninger, 2012).

Dyslexia therapists in Mississippi learn structures and techniques for teaching multi-sensory basic writing as a part of the instructional programming. In Foundations of Literacy: Foundations for Literacy: Structures and Techniques for Multisensory Teaching of Basic Written English Language Skills. Revised Edition., Aylett R. Cox provides the following as a few of the purposes of structural instruction when teaching students cursive writing:

• To designate the point on the base line at which the student begins to write and to establish the direction in which he must proceed. The approach stroke (one of four) “triggers” the student’s memory of each letter shape.

• To associate the student’s kinesthetic memory of each letter’s shape with its name and the sound which it represents, both in the letter’s initial introduction and in subsequent daily practice. Emphasis must be placed on the student’s instant recognition of the relationship between the printed or “reading” letter and its cursive or “writing” form.

• To assure the student through adequate practice that his hand is writing the letter which he has just named.

• To reinforce the student’s visual letter discrimination while he is reading by linking each letter’s name and cursive shape with its printed configuration. He can read with a pencil in hand and superimpose the cursive shape over the print if visual confusion arises, e.g. b, d. His kinesthetic memory will evoke the letter’s sound.


• To promote student’s ability to write the cursive alphabet letters in relative proportion. Three spaces above the line and two spaces below are suggested as guides.

• To develop the student’s motor control by training his large muscles first and then by carefully reducing the size of the letters until he can control the finer muscle movements of his lower arms, hand, and fingers.

STANDARDS

Within Mississippi College- and Career-Readiness Standards for English Language Arts, teachers will find the following standards for handwriting and cursive writing:

As teachers and schools begin developing instructional plans for teaching cursive writing, schools should be sure that teachers:

• Maintain a daily schedule for instruction, modeling, and practice

• Find opportunities across the content areas to practice cursive writing skills

Language Grades 2 through Grades 8

Conventions of Standard English

L.2.1 L.3.1 L.4.1 L.5.1 L.6.1 L.7.1 L.8.1

Demonstrate command of the conventions of standard English grammar and usage when writing (printing, cursive, or keyboarding) or speaking.


LETTER INTRODUCTION

Cox also provides suggestions for approach stroke instruction. Cox states that approach strokes assure students that they know where to start a letter and then the direction in which to go after they begin writing. The teacher places an arrow on the base line for the starting point. There are several schools of thought on stroke instruction. The Mississippi Department of Education suggests that schools and districts select a comprehensive cursive writing instructional program that provides a rationale for its instructional sequence. The following are some of the stroke approaches outlined in Foundations of Literacy:

a. The swing-up stop stroke begins the cursive letters i, t, p, u, w, j, r, and s. The student stops at the top of the upswing and drops straight to the base line. In the case of p and j, the drop extends two spaces below the base line. In the case of r and s, the return curves but does not drop.

b. The push up and over stroke begins a short over curve, which forms the first part of the cursive letters m, n, v, x, y, and z. The student then drops to the base line in a straight pull down, before completing the letter. For x, students slant down to follow the print.

c. The under-over stop stroke forms the first part of the cursive letters a, d, g, o, c, and q. In every case the student stops and reverses direction as he rounds the letter back under the initial over curve.


d. The curve way up, loop left stroke begins an upper loop which forms the first part of the cursive letters, b, f, h, k, l, and e. In every case the student then slows for a sharp turn to the left, and drops to the baseline in a straight pull down to complete the loop. The resultant loop is flat on the left and curved on the right side.

Example Order of Approach Stroke Introduction

Letter Approach Stroke

i swing up stop

t swing up stop

p swing up stop

n push up and over

s swing up stop

a under over stop

l curve way up and loop left

d under over stop

f curve way up and loop left

h curve way up and loop left

g under over stop

o under over stop

k curve way up and loop left

Letter Approach Stroke

c under over stop

m push up and over

r swing up stop

b curve way up and loop left

e curve up and loop left

y push up and over

j swing up stop

u swing up stop

w swing up stop

v push up and over

x push up and over

z push up and over

q under over stop


PARENT COMMUNICATION

• Discuss and provide communication regarding the purposes of cursive writing.

• Cursive writing should be encouraged and practiced at home. Parents and children can compare handwriting styles. Students and parents can work together to write advertisements or create signs in cursive for products, write letters to relatives and friends, or send letters to someone in the military.

• After proficiency in cursive writing is determined at 5th grade, students should have opportunities to choose to write in manuscript or cursive. After 6th grade, many students may be allowed to choose the type of handwriting that is best for their strengths. Of course, computer keyboarding is a skill that is needed and students should have time to learn and practice using the computer keyboarding skills throughout the grade levels. These are all important writing tools that can enable students to read and comprehend a variety of communications.


DEFINITIONS Approach Stroke: where to start a letter and then the direction in which to go after they begin writing Cursive: (of handwriting) in flowing strokes with the letters joined together Handwriting: writing done with a pen or pencil in the hand; script Print or Manuscript: to write in characters such as are used in print (Dictionary.com, 2015)


REFERENCES

Cox, A. R. (1992). Foundations for Literacy: Structures and Techniques for Multisensory Teaching of Basic Written English Language Skills. Revised Edition. Berninger, V.W. (May – June 2012). Strengthening the Mind’s Eye: The Case for Continued Handwriting Instruction in the 21st Century. Principal, 28-31. Dictionary.com (2017) Retrieved on May 17, 2017 from http://dictionary.reference.com/ Freedman, S. G. (January 19, 2005). Back to the Basics of a Legible Hand. On Education. The New York Times. Georgia Department of Education. (2016) Things to Consider for Cursive Writing Instruction Grades Three and Four. King, D. H. (April-May 2015). International Dyslexia Association. Why bother With Cursive. Retrieved from https://dyslexiaida.org/why-bother-with-cursive/ Zaner-Bloser. (2013) Several State Renew Focus on Handwriting Instruction. Retrieved from https://www.zaner-bloser.com/news/several-states-renew-focus-handwriting-instruction.

http://dictionary.reference.com/

https://dyslexiaida.org/why-bother-with-cursive/

https://www.zaner-bloser.com/news/several-states-renew-focus-handwriting-instruction

https://www.zaner-bloser.com/news/several-states-renew-focus-handwriting-instruction

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