ADCOS
March 2015
For example…
Gr. 9 Reading Outcomes
Activity
• Using the “K-9 Program of Studies, Reading
Scope and Sequence” document:
– Choose grade 3, 6 or 9.
– Read through the Language Arts outcomes related
to reading for that grade.
– Highlight the outcomes that are applicable across
the subject areas.
Instructional Reading
Levels at the END of:
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
Grade 12
Will benefit from
universal supports
Will benefit from
targeted supports
Will benefit from
individualized supports
Students in Kindergarten are typically at the emerging reading level and will benefit from a range of universal
and targeted instructional supports, in a literacy-rich environment. There will be a small number of students in
this age group who have been identified with special education needs and will require more individualized
types of instructional supports.
Grade 1.5 or above
Grade K.5. to 1.4
Pre-K or below
Grade 2.5 or above
Grade 1.6 to Grade 2.4
Grade 1.5 or below
Grade 3.1 or above
Grade 2.6 to Grade 3
Grade 2.5 or below
Grade 4.1 or above
Grade 2.6 to Grade 4
Grade 2.5 or below
Grade 5.1 or above
Grade 3.1 to Grade 5.1
Grade 3 or below
Grade 6.1 or above
Grade 4.1 to Grade 6
Grade 4 or below
Grade 7.1 or above
Grade 4.1 to Grade 7
Grade 4 or below
Grade 8.1 or above
Grade 4.1 to Grade 8
Grade 4 or below
Grade 9.1 or above
Grade 5.1 to Grade 9
Grade 5 or below
Students in Grades 10-12 are typically reading at the Grade 9.1 level or above. They continue to benefit from
universal and targeted instructional supports, a literacy-rich environment, and reading instruction specific to
each course. Students who do struggle with reading, or are several grade levels behind in their reading level,
should be receiving targeted or specialized supports, and may also be eligible for accommodations. Streaming
is not the solution to a student’s reading struggles. While streaming may increase success for struggling
readers at the high school level, it is only one of the many ways that teachers can support struggling readers.
Each student’s needs should be carefully considered and accommodated.
Activity
• Using the “K-9 Program of Studies, Reading
Scope and Sequence” document:
– Choose grade 3, 6 or 9.
– Read through the Language Arts outcomes related
to reading for that grade.
– Highlight the outcomes that are applicable across
the subject areas.
Activity – Part 2
• Take a look at the social studies text of the
matching level.
– Would success in the highlighted outcomes mean
success in understanding this text?
– Is anything missing?
RTI and Reading
Core
Do we believe
that we are ALL
teachers of
reading?
Essential
Outcomes
Do we know
the essential
outcomes of a
grade/subject
curriculum?
Do we know
the reading
outcomes at
our grade
level?
Assessment
Do we have a
common
process to
screen &
assess
readers?
Is our data
organized so it
is useful?
Do we know
our students
reading levels?
Instruction
Is our instruction
aimed at the
students’ needs?
Do students have
the needed amount
of time provided to
improve reading?
For example…
Student with Gr. 4
Reading Level
Gr. 9 Reading Outcomes
For example…
Student with Gr. 4
Reading Level
Gr. 9 Reading Outcomes
For example…
Student with Gr. 4
Reading Level
Gr. 9 Reading Outcomes
Reading Package
• Reading Outcome
• Reading Framework
• Examples of Possible Strategies.
Community Discussion
• Considering:
– helping your teachers understand the reading
outcomes…
– having a process for screening/assessing students’
reading levels and using that data (i.e. helping your
teachers know their students’ reading levels)…
– helping your teachers across a grade team find 3-5
common strategies…
…what are your next steps?
Community Discussion
• Considering:
– helping your teachers understand the reading
outcomes…
– having a process for screening/assessing students’
reading levels and using that data (i.e. helping your
teachers know their students’ reading levels)…
– helping your teachers across a grade team find 3-5
common strategies…
…what are your next steps?
…how can your work align across schools in
your community?