Investigating Instruction and Other Related Factors Using The

Data Analysis Options Correlating the 5 Big Ideas in Beginning Reading with SEC Reports Oregon SEC Collaborative

The use of a variety of data sources provides educators with more information with which to ensure successful beginning reading instruction. However, local data related to classroom instruction and practice is more difficult to gather and analyze. Surveys of Enacted Curriculum reports can provide a local data source helpful for staff and data team discussions centered around curriculum alignment, instructional practice and other factors that influence student achievement early in the reading process.

Instructional Content

Instructional Content reports provide data on what is taught, the amount of instructional time spent on a topic, and the level of cognitive demand placed on students. These reports are available in both coarse and fine grain views in the topic areas related to the five Big Ideas of Early Reading Instruction: phonemic awareness, alphabetic principle, fluency, vocabulary, and comprehension. The data provided in these reports can be valuable tools in the curriculum alignment process.

Coarse grain view comparing The Big Five Oregon reading standards at Grades 1 & 2

The Oregon SEC Collaborative is a partnership between the OAESD Instructional Leadership Council and the Oregon Department of Education

- 1 – SEC 301 (Updated 06.06.07) Data Analysis Options Correlating the 5 Big Ideas in Beginning Reading with SEC Reports Oregon SEC Collaborative

Color denotes time emphasis of instruction. Placement from left to right denotes the cognitive demand level at which students demonstrate learning.

Fine grain view of intended reading standards taught at Grade 1 within topic of Phonemic Awareness

The English Language Arts Survey of Enacted Curriculum will provide fine grain levels of data on the following standards within each of the Five Big Ideas in Beginning Reading.

Five Big Ideas of Beginning Reading Correlated SEC Standards in ELA Survey

Phonemic Awareness:  Phoneme Isolation The ability to hear and manipulate the sounds in  Phoneme Blending spoken words and the understanding that  Phoneme Segmentation spoken words and syllables are made up of  Onset-Rime sequences of speech sounds.  Sound Patterns  Rhyme Recognition  Phoneme deletion/substitution Alphabetic Principle: Composed of two parts:  Alphabet recognition  Consonants  Alphabetic Understanding: Words are  Consonant Blends composed of letters that represent  Consonant Digraphs (ch, sh, th) sounds.  Dipthongs (oi, ow.ow, oy)  R-controlled Vowels  Phonological Recoding: Using systematic  Patterns within Words relationships between letters and  Vowel Letters (a, e, i, o, u, y) phonemes (letter-sound correspondence)  Vowel Phonemes (15 sounds) to retrieve the pronunciation of an unknown printed string or to spell words.

Fluency:  Prosody (phrasing, intonation, inflection)

Reading words with no noticeable cognitive or  Automaticity of words and phrases mental effort (automaticity). It is having mastered  Speed/Pace word recognition skills to the point of  Accuracy overlearning. Fundamental skills are so "automatic" that they do not require conscious attention.

Vocabulary:  Compound words and contractions Learners must have access to the meanings of  Inflectional forms (-s, -ed, -ing) words to guide them into contemplating known  Suffixes, prefixes, and root words concepts in novel ways (i.e. to learn something  Word definitions (including new vocabulary) new).  Synonyms and Antonyms  Word or phrase meaning from context Expressive Vocabulary: Requires a speaker or writer to produce a specific label for a particular meaning.

Receptive Vocabulary: Requires a reader to associate a specific meaning with a given label as in reading or listening.

Comprehension:  Word meaning from context The complex cognitive process involving the  Phrase intentional interaction between reader and text to  Sentence extract meaning.  Paragraph  Main Ideas, key concepts  the essence of reading  Narrative elements (events, characters, setting, plot)  active and intentional thinking in  Text features (index, fonts, glossary) which the meaning is constructed  Graphics (images, illustrations) through interactions between the test  Expository elements (lists, description, and the reader (Durkin, 1973) explanation)  Technical elements (bullets, instructions, sidebars)  Electronic elements (hypertext links, color)  Strategies (question, infer, visualize)  Metacognitive process (reflecting about one’s process)  Self-correction strategies (fix-up, cueing, monitoring)  Fact and opinion

Instructional Practice and Activities

Along with instructional content, SEC reports can provide information on teacher practice and instructional activities which lead to greater student success in the area of early reading. What follows are examples of questions that could be posed about a school or district’s reading instruction, and the reports which would be valuable for staff or data team discussion.

Question: Are our students engaged in the most effective instructional activities to promote reading? How much of the time?

ANSWER: Instructional Activities Results—Chart F

These reports can be disaggregated by:

 Grade level  Level of Achievement  Amount of professional development  Percentage of minority students  By class size  By percentage of LEP students  By percentage of female students

Instructional Activities data provide reports on how much time students spend in reading activities, including the following:

 Watch teachers demonstrate/model reading processes  Work with teacher in guided reading practice  Participate in a student-teacher conference  Read aloud (e.g. paired reading)  Listen to teacher read-aloud  Use a work center/station  Use graphic organizers  Silently read books, magazine, articles, or other written material of their own choice.  Maintain and reflect on a language arts portfolio of their own work  Engage in the writing process  Use hands-on materials or manipulatives (e.g., letter tiles, boxes, puppets, costumes)  Working in pairs or small groups  Work individually on assignments  Taking quizzes, tests or assessments

Question: When students are engaged in constructing meaning from text activities, how much of that time do they use to engage various tasks?

ANSWER: Instructional Activities Results—Chart G The degree of student learning can vary depending on the activity by which students process their reading comprehension. The following are just a few examples of instructional reading activities measured by use of frequency.

 Complete English language arts lessons from text or worksheet  Write a response or explanation using brief constructed responses  Respond creatively to texts  Relate text to personal experience or prior learning  Use reading and writing to solve real-world problems  Analyze information to make inferences or draw conclusions

Question: Are we using the best assessment practices to measure our students’ reading progress?

ANSWER: Assessment Report of Survey of Enacted Curriculum—Chart J

When teachers use a variety of assessments to measure student learning, they get a clearer picture of that learning and where possible reading intervention may be needed. The Surveys of Enacted Curriculum give quantitative information on which types of assessments are used most and by what number of teachers.

 Objective Question Assessments (e.g. multiple choice, true/false, matching)  On-demand literacy tasks (e.g. writing to a prompt, reading aloud, oral fluency assessments)  Students assess their own work using rubrics, checklists, reflective journals  Teacher monitors student responses and interactions during discussion

- 6 – SEC 301 (Updated 06.06.07)