**A quick note about this newsletter. I use one standard as an example to unpack this process. If you would like more examples, please reply to this email with specific requests.**

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​​In some of my recent support of schools, I’ve been reflecting A LOT on how we can both provide standards-aligned instruction AND instruction that develops proficient readers. Because I’m finding that sometimes, those two things are not synonymous. As I shared in September’s newsletter, “I’m not sure the standards alone will suffice.” In fact, Sue Pimentel, one of the original authors of the Common Core State standards shared in December 2023: “Standards are not curriculum. And yet, far too many ELA curricula in use today have put them at the center of literacy instruction, with disappointing results.”

It is difficult to ignore standards in schools. These standards outline the expected outcomes from our states and are specifically measured in our states’ high stakes assessments. For many schools, standards-driven instruction feels like the only way forward. But, what if we could layer these together and consider what a reader must do to demonstrate the standard? Might this be the approach that allows for the BOTH/AND I’ve been reflecting on?

Many of the resources touting standards-alignment especially during this season of “test-prep” are simply grade level passages with questions designed to test a student’s ability to demonstrate the standard. Leaning on these resources, many teachers desperately seek another passage for RL 3.1 (and all the other ‘power standards’, i.e. those tested standards). I keep asking what are we DOING with these passages? Because… Reading directions is not teaching. Handing students a passage is not teaching. Working on how to answer a question might include some teaching, but does it teach a student to read?

I propose considering the standards as the expected outcomes of proficient reading. Using the following sentence frame can help: “A proficient [insert grade] grade reader can [insert language of the standard].”

Let’s try it. A proficient third grade reader can ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers. (RL 3.1) When we reframe the language of the standard this way, we position proficient reading as also important, allowing us room to unpack the reading instruction necessary to develop proficient reading (hello The Reading Rope strands).

In the Reading Rope, Hollis Scarborough (2001) highlighted the skills for developing proficient reading.

Knowing this, we can determine how to support students with reading a text and then demonstrating their comprehension for RL 3.1 even in a scenario where teachers are pulling passages in response to assessment data highlighting standards in need of re-teach.

🔗 Decoding and Vocabulary Work - Chances are, there are multisyllabic words in the grade level passage being used. This presents teachers with an opportunity to teach students how to flexibly break words into syllables and identify morphemes to support students with decoding and understanding unknown words.

🔗 Sight Recognition and Fluency - “Every word wants to be a sight word.” We want our readers to increase their automaticity with word recognition and develop their fluency; reading with expression, accuracy and the appropriate rate. There are opportunities to support a readers’ fluency using passages and going beyond repeated readings. Teachers can discuss grammar structures, punctuation, and even dialogue marks used to teach how the author is guiding us to read the text.

🔗 Background Knowledge - Background knowledge is what we bring to a text, sometimes making it difficult to work on with students, especially when we are using a new unrelated passage each day. There is an opportunity to use passages in text sets that combine related knowledge, essentially building a student’s background knowledge while working through the passage. This also maximizes the time teachers spend on sharing some background knowledge about a topic with students.

🔗 Literary Knowledge and Language Structures - There is an opportunity to teach students how to identify the type of text and therefore the text structures used within the text. In addition, complex sentences within a text can be pulled out for teaching syntax, or the arrangement of words in a phrase or sentence, as well as morphemes and understanding the words and phrases used to develop sentence-level comprehension. Sentence-level comprehension can also be taught using the questions related to the passage.

🔗 Verbal Reasoning - Through discussion of a text, teachers have the opportunity to problem-solve around a text with students. This is more than simply teaching about making an inference using a formula. Teaching students to think deeply about a text and how to identify areas where the author intentionally leaves out information gets more to the heart of what our standards ask of our students. This is when a teacher might focus on asking and answering questions about the text, using evidence to support answers.

Following the ideas of Placing Text at the Center of the Standards-Aligned ELA Classroom, (Liben & Pimentel) might we place the passage at the center of our instruction to design our plan for supporting reading development and aligning to the standards? I think this is possible if we consider The Reading Rope during our planning. Below, I’ve outlined some questions to help guide our planning.

1. Are there multisyllabic words in that passage to teach students how to decode? What morphemes can I teach in these words?
2. What grammar and sentence structures are used that can guide my fluency instruction in this passage? How much scaffolded fluency support will my readers need?
3. How can I pair this passage with others to create a text set? What background knowledge do my students need to engage with this passage?
4. What type of text is this? What text structures are used? Are there complex sentences I can deconstruct with my students in the passage or in the questions asked?
5. Where are the key moments in this text that contribute to deeper thinking about what the text means? How can I engage students in discussion about these key moments?

You may notice, I’ve combined some of these into five sections of questions. It is possible that with this type of deep work that one (or two) passages can cover a week of instruction. In addition, if you are working with strong decoders, you may not need to spend time on the word recognition strands. (See Knowing Our Readers, November 2023 newsletter)

By reframing how we see the standards (as outcomes) we allow instruction to focus on growing our readers. And isn’t that one reason why we are in the business of education?

Leadership Moves:

1. Ask yourself, how is INSTRUCTION supporting reading? Are you seeing instruction or reading directions and handing out passages?
2. Share the reflections in this newsletter with teams impacted by high stakes tests. Ask them, “Where do we see room for these questions in our planning process?”
3. Consider your readers. Provide the support they require to become better readers.

What does this mean for me?

Leaders have the ability to guide the focus for instruction. If all of your conversations are centered around the standards and end of year tests, you might not be leaving room for conversations about reading instruction. Reframe your thinking about the standards as outcomes of proficient reading.

Revolution Resources

Coaching System Assessment Download the PDF below ​LRC Coaching System Assessment PDF - Final.pdf​

Literacy System Assessment Download the PDF below ​LRC Literacy System Assessment PDF - Final.pdf​

Join me on April 30th for the next free workshop, Assessing Your Literacy System!

Where have we been?

The 53rd Annual North Carolina Reading Association Conference I attended and presented at the NCRA annual conference. I attended some fantastic sessions and shared some reflections on choosing our texts on purpose. I also got to catch up with some favorite colleagues which brought a whole lot of joy!

The Dr. Will Show I joined Dr. Will to share about my journey into educational consulting. Listen to our conversation here!

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