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The entire point of reading is to make meaning from the text.

We read so that we can connect with characters and learn life lessons alongside them. We read so that we can understand our world, gaining information from experts. It is because of this that the standards make sense and why we see Anchor Standard 10 throughout each grade: “Read and comprehend complex literary and informational texts independently and proficiently.” (corestandards.org) Our goal for children is to become skilled readers and understand the texts they read “independently and proficiently.”

Can the standards get us there? I’m not sure the standards alone will suffice. As Meredith Liben and Sue Pimentel point out, “students exposed exclusively to a diet year after year of dissected standards or isolated skills—in instruction or assessment—will risk becoming graduates who are not very literate, individuals who are not able to deploy and understand English in integrated, holistic, and flexible ways.” (Placing Text at the Center of the Standards-Aligned ELA Classroom, Liben & Pimentel)

This got me thinking… How do the standards align to The Reading Rope? (Scarborough, 2001) Specifically, what happens when we consider the standards listed on state assessments compared to what we know will develop skilled readers? Turns out, focusing on assessed standards won’t develop skilled readers but rather inform the tasks we are asking skilled readers to do.

Let’s look at a fourth grade example, using North Carolina’s ELA standards. The top strands of the Rope address Language Comprehension, broken down into subcategories of skills that help to develop comprehension of texts. When compared to ELA standards, we see that some Language and some Reading Literature or Reading Informational standards fit with these strands.

The bottom strands of the Rope address Word Recognition, or what we consider foundational skills related to decoding with automaticity. When compared to ELA standards, we see that the two fourth grade Reading Foundational standards align with these strands.

As the LC strands become more strategic and WR strands become increasingly automatic, the strands become tightly woven. It is the combined strengthening of these strands that develops skilled reading. And this is where the rest of the RL and RI standards seem to best align.

When we cross-check these graphics with the list of standards assessed on state end-of-grade tests, it is notable that there are gaps on the rope. The picture below shows the highlighted standards listed on the state assessment.

At first glance, it may seem that we are covering a lot of the LC strands, but some of my alignment was a stretch, especially the background knowledge alignment (I’m assuming that teachers using texts on the same topic are using text sets). And you’ll notice that the WR strands aren’t included. What might this mean? All too often, we hear upper grades teachers make the claim that they shouldn’t be teaching children to learn to read and aren’t trained to do so. While there is some nugget of truth (Ehri’s consolidated alphabetic phase of proficient decoding is typically associated with 2nd-3rd grade), decoding doesn’t end with 3rd grade. In addition, upper grades teachers have a clear pathway to developing skilled readers by better understanding what the Rope’s strands cover. When we deepen our knowledge of how Language Comprehension and Word Recognition work in tandem while unpacking what the standards ask of our skilled readers, we are better equipped for literacy instruction.

Standards are a start, but they aren't enough. If we aren't equipping ALL of our teachers with an understanding of evidence-based research and what it takes to become a proficient reader, we will continue to see stagnant progress. The standards provide the goal, the finish line, the destination - skills like those on the Reading Rope highlight the pathways to get us there.
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Leadership Moves:

1. Unpack the standards, yes. But consider how those standards inform our tasks and then develop instruction that gets us there.
2. Ask questions about instructional pathways that develop skilled readers. (For example, can teachers show evidence of the Reading Rope strands in their instructional plans?)
3. Become a lead learner (Resources linked in this previous newsletter) so that you know what to ask.

What does this mean for me?

Peter Drucker once said, “What gets measured, gets managed.” And nothing does that better than high-stakes state assessments. When your school or district’s success relies on the outcomes of these assessments, we cannot help but focus there. But what if we are missing the pathway to success that is hiding in plain sight? Know that by helping teachers focus on the skills it takes to become proficient readers, we will actually end up achieving the gains we seek.

Where have we been?

Where can we connect? Bold font shows events at which I'm presenting. ​ I don't have any upcoming events taking place but I'll keep you posted on what's next! ​ Check out my calendar Would you like me to join an upcoming event? Please reply to this email and let's plan something!

How can we work together?

1. Professional Development & Trainings:
   1. Coaching workshop
   2. Literacy workshops
   3. Skill-building courses
2. Audits & Strategy Development:
   1. Coaching Systems
   2. Literacy Program and Curriculum
3. Long-term Consultation:
   1. Improve Literacy and Coaching Practices