Reading Grade Level Expectations

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Reading Grade Level Expectations Presenter Anne
Banks State K-12 Curriculum Specialist OSPI
January Conference
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Document Structure

• Introduction
• Core of document
• EALR 1
• EALR 2
• EALR 3
• EALR 4
• Glossary/Appendix/Acknowledgements

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A Look in the Document

• Becoming familiar with the format
• Introduction Gives an overview of what is inside
  including history, structure of GLEs, and
  document organization. (Pages 1-7)
• EALRs Sample Pages 8,9
• EALR, Component, GLE, Evidence of learning
• GLE grade level span
• Shaded cells
• Glossary, Appendix, and Acknowledgements
  Provides further information and definitions.
  (Pages 48-56)

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Five Components of Effective Reading Instruction

• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

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Phonemic Awareness

• Phonemic awareness is necessary in learning to
  decode an alphabetic language, as print decoding
  depends on mapping phonemes to graphemesPhonics
  instruction is not effective unless children have
  some phonemic awareness.
• -Juel, 1988

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Phonics

• Children receiving direct code instruction
  improved in word reading at a faster rate and had
  higher word recognition skills than those
  receiving implicit code instruction.
• -Foorman, Francis, Fletcher, Schatschneider,
  Mehta, 1988

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Fluency

• Fluency represents a level of expertise beyond
  word recognition accuracy, and reading
  comprehension may be aided by fluency. Skilled
  readers read words accurately, rapidly, and
  efficiently.
• -National Reading Panel, 2000

Fluency
Word Recognition
Comprehension
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Vocabulary

• When students are able to fluently decode
  words, but do not comprehend their meaning, they
  are reading in vain. Vocabulary instruction is
  the missing link in reading/language instruction
  in our schools today.
• -Biemiller, 2001

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Comprehension

• The instruction of cognitive strategies
  improves reading comprehension in readers with a
  range of abilitiesThis improvement occurs when
  teachers demonstrate, explain, model, and
  implement interaction with students in teaching
  them how to comprehend a text.
• -National Reading Panel, 2000

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Grade Level Expectations
explain what students should know and be able to
do.

• Each GLE contains
• A statement of cognitive demand and the important
  content or process to be learned.
• Evidence of Learning is a bulleted list of
  student demonstrations that provides the teacher
  with common illustrations of the learning.

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The GLE Document

• Provides teachers with a map of which
  expectations are taught in which grades.
• Builds in complexity as the same grade level
  expectation appears in more than one grade
• Identifies GLEs where proficiency is expected at
  either an earlier or later grade. (empty, shaded
  boxes)

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Washington VisionAlignment for Student
Achievement
Curriculum District and School Generated
Documents Based on EALRs/GLEs
STUDENT ACHIEVEMENT
Instruction Pedagogy and Use of Instructional
Resources
Assessment Multiple Measures of Learning
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Misconception ALERT!

• Textbooks do NOT the Curriculum
• Curriculum means the written documents describing
  what students should learn based on the
  EALRs/GLEs
• Textbooks ARE Tools for Instruction
• Instruction consists of pedagogy and
  instructional materials

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The Reading EALRs
EALR 1 The Student understands and uses
different skills and strategies to
read. (Phonemic awareness, phonics, fluency,
vocabulary) EALR 2 The student understands the
meaning of what is read. (Comprehension) EALR 3
The student reads different materials for a
variety of purposes. (Types of text
literary and informational) EALR 4 The student
sets goals and evaluates progress to improve
reading. (Self-monitoring, goal setting,
personal evaluation of text)
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Grade Level Document Scavenger Hunt

• Directions Work with a partner to read and
  record the answers and page numbers for each
  question.
• Name one piece of research used to develop the
  Reading GLEs.
• What will the new GLEs clarify for teachers?
• What must align in order to have curriculum
  alignment for student achievement?
• How many reading EALRs are there?
• What pages give an overview of K-10 reading
  instruction?
• What taxonomy is used to address cognitive
  demand?
• Where in the document can you find clarification
  of a term?

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CoreK-10 EALRs with GLEs

• Four Reading EALRs
• EALR 1 Reading word skills and strategies
• Pages 8-15
• EALR 2 Reading for understanding
• Pages 16-36
• EALR 3 Types of text literary and
  informational
• Pages 37-42
• EALR 4 Student goal setting and monitoring
  progress
• Pages 43-47

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The Numbering System
Grade Level X
1.3.1
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Example of Numbering SystemReading
Grade Level X
1.3.1
Note The grade level is NOT represented by one
of the digits
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Understanding the Reading GLEs
EALR 2 The student understands the meaning of
what is read. Component 2.2 Understand and apply
knowledge of text components to comprehend
text.
Grade Level Expectation
Evidence of Learning
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Understanding the Reading GLEs

• EALR 2 The student understands the meaning of
  what is read.
• Component 2.2 Understand and apply knowledge of
  text components to comprehend text

WASL Eligible GLE
W
Grade Level Expectation

• Explain ideas or events in sequential order.
  (Note Differences in story telling order exist
  between cultures. For example, in some cultures
  the end of the story is told first.)
• Recognize and explain literary/narrative text
  written out of sequence (e.g., flashbacks, tales
  from other cultures).
• Explain steps in a process (e.g., problem solving
  in mathematics, life cycle of a salmon).
• Select, from multiple choices, the order of
  ideas, facts or events (e.g., what happened
  first, next, last the order in which ideas or
  facts were introduced).

Evidence of Learning
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Understanding the Reading GLEs
EALR 2 The student understands the meaning of
what is read. Component 2.2 Understand and apply
knowledge of text components to comprehend
text.
WASL Eligible GLE
Grade Level Expectation
Evidence of Learning
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Working with the W

• W denotes that the
• grade level expectation is WASL eligible.
• The WASL is a narrower picture of what kids know
  and are able to do.
• In terms of learning, the GLEs provide a full
  picture of what students need to know and and be
  able to do.

Do justice to students
Teach ALL the GLEs- not just tested ones
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