Term Paper on "Goal of Indiana Students Reading Proficiently"

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goal of Indiana students reading proficiently by the end of 3rd grade for special Ed students, we will have to strengthen the initial program in reading. That basis must allow students to not only become skilled, but to display mastery during K-3 schooling. With that said,

Standards, instruction and assessment will have to be precisely aligned;

Statistics on every child's development must be used by teachers to adjust/distinguish their instructional practices;

Children will have to be given effective interventions if they are not making satisfactory development so their learning can be quicker and they can thus "catch-up" with their peers;

Teachers will have to get information regarding each child's prior learning so transitions from grade-to-grade occur smoothly;

All of the students will have to have the opportunity for quickening. Children in special education who are performing at or above grade-level must be provided enhanced instruction so their depth of learning can continue;

Activities to reach state literacy goals have to take place at the parent, child, classroom, school and professional levels;

Parents must be frequently informed of their children's progress; and •

Teachers must unceasingly improve their effectiveness.

This plan, to guarantee the literacy of students by the end of 3rd grade for special education, includes a clarification of the state's reading standards which will be in Part I. Part II clarifies the state's Reading Framework and recently compulsory Reading Plans for children in special

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education.

SECTION 1: READING

PART 1: Reading Standards

The world in which we live in bears to regulate. For students to be able to prosper in school, at work, and in their communities, they will probably need more skills and information than ever did before. Suggested by Indiana's Alpha Omega Publications accepted by the State Board of Education, Indiana's academic standards are very much classified among the best in the country by Achieve, Inc., Indiana's K-12 academic values do deliver teachers and managers with a full option and order for curriculum preparation.

The present form of Indiana's English/language arts standards, which was adopted in 2006, started with a basis of assistances to help children learn to read, and then change to serving children read and transcribe to learn.

The reading standards include the following:

print ideas

Phonemic awareness

Decoding and word recognition

Vocabulary and concept development

Structural features of informational and technical materials

Analysis of nonfiction, informational and literary text

Structural features of literature

Writing, listening, and speaking standards, which support reading, include the following:

The processes and features of writing

Writing and research applications

English language conventions

Analysis and evaluation of oral and media communications speaking applications

The appeal is now much bigger than it was a long time ago when it comes down to is capable to read, write, think, and speak professionally; examine problems and set insistences; learn new ideas extremely rapidly; take the ingenuity; and also be able to work in teams. This appeal is the same that goes on all across the state and even national restrictions. While Indiana in the past had world-class standards, the Shared Core State Standards Initiative is a state-led power synchronized by the National Governors Association Center for Best Practices (NGA Center) for various states to be able adopt a set of shared standards (State of Indiana Academic Standards, 2012). Nearly all of the states, and that does consist of Indiana, has acknowledged or has made plans to receive the Common Core State Standards as the state's standards, in response that core services and information are an absolute expectation nevertheless of where a child is living (Indiana Academic Standards, 2012).

The Common Core State Standards include K-12 College- and Career-Ready Standards in English/language arts and mathematics that define the knowledge and skills students need for success in entry-level, credit-bearing, academic college courses and labor force training programs (Indiana Academic Standards, 2012).

The Common Core State Standards

Are related with college and work scenarios that are modified for those in special education;

Encompass severe content and application of material skills through higher-order;

make upon strengths and educations of the current state standards;

Are globally benchmarked;

Are suggestion- and/or investigation-based.

Indiana's forecasts for literacy achievement are absorbed by these standards, which undergird this strategy to help protection Indiana students learn to read proficiently by the end of 3rd grade. An inspection of the Common Core State Standards, as compared to the content of Indiana's Academic Standards, was brought to the Education Roundtable in August of 2010. The Common Core National Standards were then obtainable to the State Board of Education and accepted in August of 2010. Application of the Common Core State Values will start throughout the 2011-2012 school year and will be thoroughly practical once a multi- state estimate group is entirely allied with the Common Core State Standards -- maybe as first as 2014-2015.

PART II: Instruction, Remediation and Retention

Reading Framework

Indiana has been capable to partner with the Corporation on Reading Excellence (CORE) to grow a K-6 Reading Framework for special education in an effort to make a united, statewide reading plan which is intended at attending all students reach skill in reading. Created upon scientifically-originated reading research, the framework summaries the material and values that should inform clarification does and found labors at all levels. The Reading Framework for special education will be able to deliver guidance for instructing reading achievement, in addition as making students for the 21st century, postsecondary education and the yet to come labor force. This is not considered to be a package or brochure to buying, nor is it a method that will fade as a new fad arises. It is a research determined procedure for emerging actual reading instruction statewide and creating enduring developments in student performance.

Up under procedures the IDOE and the State Board of Education will propagate, all elementary schools in Indiana will be obligatory to device the Reading Framework, except both of the following standards are met:

A current school account under P.L. 221 in one of the top two presentation groups

Make sure students are able to score around 90% on test scores

A brief synopsis for each chapter of the framework is provided below.

1. Reading Goals

Quantifiable reading goalmouths are essential to drive instruction and control suitable assessments. While the most essential reading objective is to read at grade level, specific goals in grades K-3 special ed focus on how to read,

2. Instruction

Schools will need to be able provide operative scientifically-founded reading instruction all the way through grades K-6. In the initial grades, actual reading instruction which will be able to enable students to grow the opening reading skills they need to read and learn positively in school and beyond. In grades 3 real reading instruction safeguards students uphold strong foundational reading abilities and relate those services to reading multifaceted material in the content areas.

3. Assessment

To be definite instruction has to be able to meet the needs of every student and to regulate if students are reading capably for their grade level and meeting vital goals that are formative. Teachers will need to be able to have some sort of access to and then be able to recognize how to utilize valid and dependable reading valuations. Each school's reading plan will need to be able to include a comprehensive system of screening actions to classify students at risk, progress watching tools to safeguard students are on track, and collective valuations to control student mastery.

4. Professional Development

Professional growth is the vehicle utilized in providing teachers with the provision, awareness and abilities they need in order to be able to deliver effective, high-quality teaching in the classroom. Teacher quality, and the degree to which educators are receiving continuing training and support, make an immense difference that happens in student achievement.

5. Leadership

Operative building leaders will be able to make student accomplishment of grade level reading objectives and importance by energetically supporting teachers as they make available classroom teaching that will be able to meet student needs. Leadership will have to be circulated between different persons and groups that are within the school to grow shared accountability. Effective building leaders safeguard passable time for making for instruction and frequently observe classroom reading blocks to monitor how reading instruction is delivered and to deliver support for application.

6. Commitment

Giving the instruction that is deemed necessary for all students that are able to read at grade level necessitates a school wide promise to the application of methodically-based reading teaching. State education leaders, company leaders and school leaders must do whatever it takes to transport on the objective of safeguarding all students learn to read capably (Classroom Resources, 2012). This needs inspiring the entire school community, counting staff, board members, and parents; bestowing the essential capitals and time to be able to get the job complete; recording statistics to the public; following to clear answerability procedures; establishing and following problem-solving procedures; sharing concern to instrument a comprehensive reading program; and applying a reading plan with… READ MORE

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Quoted Instructions for "Goal of Indiana Students Reading Proficiently" Assignment:

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I need an 18 week instructional plan based on 3 Indiana State Standards for 3rd graders who are in special education. It should use the computer based curriculum of Alpha Omega Publications- . I will send an overview. Since this is based on computer assisted instruction, using communication devices to improve reading skills with special needs children; its imperative to include in the lessons the type of technology that is going to be used in each lesson i.e smartboard, clickers, etc.

Area*****'s to cover are Literacy based on reading, writing and social behaviors. I will send an overview of the program for you to use as a guide. Make sure to include basic pre/quartley/post assessments using both Gates MacGinitie reading test for the pre/post and NWEA for the quartlery assessments.Please include lessons on phonics, spelling, vocabulary, comprehsion and the ability to demonstrate communicating it via both written and spoken word. Along with a social behavior plan incorporate in the 18 weeks to teach positive social behaviors to aide in transitioning into mainstream environments.

Sample Lesson Topics: VOWELS, MAIN IDEA, CAPITALIZATION Course Overview Language Arts Symbols Spelling with Short Vowels Quiz 1 Spelling Quiz 1 Reading to Find the Main Idea Project: Book Report Project: Learning a New Language Spelling with Short Vowels Quiz 2 Spelling Quiz 2 Grammar: Complete Sentences; Capitalization Quiz 3 Grammar: Punctuation Spelling with Silent Letters Quiz 4 Spelling Quiz 3 Unit 1 Special Project Review Game Test Alternate Test Reference SENTENCES, CAPITALIZATION, ABC ORDER Grammar: Sentence Sense; Capital Letters (1) Project: Book Report-- Poetry Spelling with Long Vowels Quiz 1 Spelling Quiz 1 Grammar: Capital Letters (2) Reading Comprehension Spelling Words That Sound or Look Alike Quiz 2 Spelling Quiz 2 Grammar: Alphabetical Order Spelling with Silent E Quiz 3 Spelling Quiz 3 Spelling with Vowel Pairs Writing a Story Quiz 4 Spelling Quiz 4 Unit 2 Special Project Review Game Test Alternate Test Reference DICTIONARY SKILLS, WORD PARTS, VOCABULARY Grammar: Using the Dictionary Project L303A--Making Your Own Dictionary Grammar: Capital Letters (1) Spelling with r-Controlled Vowels Quiz 1 Spelling Quiz 1 Grammar: Word Parts (1) Grammar: Word Parts (2) Spelling with ar Quiz 2 Spelling Quiz 2 Grammar: Antonyms Reading: Vocabulary Project: Book Report--Folk Tales Spelling Antonym Pairs Quiz 3 Spelling Quiz 3 Grammar: Capital Letters (2) Grammar: Synonyms Project: Writing a Story about Pets Spelling with or Quiz 4 Spelling Quiz Four Unit 3 Special Project Review Game Test Alternate Test Reference PARTS OF SPEECH, IRREGULAR VOWELS, COMPREHENSION Grammar: Nouns Grammar: Adjectives Spelling Words with Irregular Vowel Sounds Quiz 1 Spelling Quiz 1 Grammar: Verbs Grammar: Adverbs Spelling with w-controlled Vowels Quiz 2 Spelling Quiz 2 Grammar: Punctuation Marks Grammar: Using Capital Letters Grammar: Using the Dictionary Quiz 3 Grammar: Reviewing Words and Word Parts Reading: A Big Surprise Project: Gideon Today Project: Book Report: Biography Spelling with y as a Vowel Quiz 4 Spelling Quiz 3 Unit 4 Special Project Review Game Test Alternate Test Reference READING TO UNDERSTAND, COMMAS, SILENT LETTERS Reading (1) Grammar: Review Project: Vowels Spelling with Different Vowel Sounds Quiz 1 Spelling Quiz 1 Reading: Comprehension Reading: Story Elements Project: Book Report--Animal Stories Spelling with Silent gh Quiz 2 Spelling Quiz 2 Grammar: Reviewing Capital Letters Grammar: Punctuation Marks Spelling with Suffixes Quiz 3 Spelling Quiz 3 Unit 5 Special Project Review Game Test Alternate Test Reference CAUSE AND EFFECT, HOMOGRAPHS, HAIKU POETRY Character/Main Idea/Details in a Parable Spelling with -eer and -ion Quiz 1 Spelling Quiz 1 Grammar: Capitalizing Titles; Using Commas Spelling with the Letter G Quiz 2 Spelling Quiz 2 Sequence/Cause and Effect/Responding to a Parable Spelling Plurals or Words with -air Quiz 3 Spelling Quiz 3 Reading: Haiku Poetry, Homographs Project: Book Report--Haiku Poetry Project: Haiku Poetry Spelling with -ei and -ie Quiz 4 Spelling Quiz 4 Unit 6 Special Project Review Game Test Alternate Test Reference FOLLOWING DIRECTIONS, SUFFIXES, PRONOUNS, FRIENDLY LETTERS Reading for Main Idea Grammar: Noun Review Grammar: Singular and Plural Nouns (1) Grammar: Singular and Plural Nouns (2) Extra Practice: Singular and Plural Nouns Spelling Compound Words Quiz 1 Spelling Quiz 1 Reading: Follow Directions/ Fact or Fiction Project: Following Directions Spelling with Suffixes (1) Quiz 2 Spelling Quiz 2 Grammar: Pronouns Grammar: Suffixes -er, -est Spelling with Suffixes (2) Quiz 3 Spelling Quiz 3 Composition: Friendly Letters Essay: Writing a Friendly Letter Spelling General Words Quiz 4 Spelling Quiz Four Unit 7 Special Project Review Game Test Alternate Test Reference READING A PLAY, COMPARING WITH ADJECTIVES, ROOT WORDS Reading for Sequence Grammar: Adjective Review Spelling with -le Quiz 1 Spelling Quiz 1 Reading for Details Grammar: Comparing with Adjectives (1) Grammar: Comparing with Adjectives (2) Extra Practice: Comparing with Adjectives Spelling Compound Words Quiz 2 Spelling Quiz 2 Reading a Play Grammar: Action Verbs Grammar: State-of-Being Verbs Spelling Root Words Quiz 3 Spelling Quiz 3 Unit 8 Special Project Review Game Test Alternate Test Reference CLASSIFYING, REFERENCES, THANK-YOU LETTERS, PREDICTING OUTCOMES Reading to Classify Grammar: Adverbs Spelling with Prefixes Quiz 1 Spelling Quiz 1 Reading for Information Project: Book Report--Nonfiction Composition: Thank-you Letters Project: Writing a Thank-you Letter Spelling with Suffixes Quiz 2 Spelling Quiz 2 Reading to Predict Outcome Using Reference Books Spelling with the Suffix -teen Quiz 3 Spelling Quiz 3 Unit 9 Special Project Review Game Test Alternate Test Reference

Course Overview:COURSE OVERVIEW

Language Arts 300 focuses on the sequential development and integration of communication skills in four major areas*****reading, writing, speaking, and listening. It most specifically focuses on deepening and furthering students*****' understanding in the following ways:

*****¢Reading*****introduces students to basic reading skills, including the identification of main ideas, supporting details, sequence, and facts and opinions; shows students how to identify parts of speech in sentences; helps students develop basic literary comprehension skills through the reading of short stories, a short play, and haiku poetry.

*****¢Writing*****develops students***** understanding of sentence structure, providing hands-on experience with complete sentences and parts of speech; introduces students to roots and affixes, and basic word relationships, including homographs, synonyms, and antonyms; develops students***** vocabulary and spelling skills; gives students the opportunity to develop their abilities in writing paragraphs, haiku poetry, short stories, and friendly letters.

*****¢Special Topics*****introduces basic research skills, including the use of atlases, dictionaries, encyclopedias, newspaper and magazine articles, and textbooks.

Curriculum Contents

Reading Comprehension Skills

*****¢Cause and Effect

*****¢Context Clues

*****¢Determining Author*****s Purpose*****Reading for Entertainment and Reading for Information

*****¢Following Written Directions

*****¢Identifying Facts and Opinions

*****¢Identifying Main Ideas and Supporting Details

*****¢Predicting Outcomes

*****¢Reading Haiku

*****¢Reading a Short Play

*****¢Reading Short Stories

*****¢Sequence

Composition

*****¢Writing a Friendly and Thank You Letter

*****¢Writing Haiku

*****¢Writing Short Stories

Grammar and Usage

*****¢Adjectives*****Making Comparisons

*****¢Nouns*****Singular and Plural

*****¢Parts of Speech*****Identification

*****¢Punctuation*****Commas, Exclamation Points, Periods, and Question Marks

*****¢Sentence Structure*****Complete Sentences

Literature Studies

*****¢Drama

â-¦Definition

â-¦Elements*****Structure, Character, and Setting

*****¢Fiction*****Definition

*****¢Nonfiction*****Definition

*****¢Poetry

â-¦Definition

â-¦Elements*****Structure, Rhyme, and Meter

â-¦Haiku

Spelling

*****¢Compound Words

*****¢Confusing Spellings

*****¢Irregular Vowels

*****¢Short and Long Vowels

*****¢Silent Letters

*****¢R-controlled and W-controlled Words

*****¢Roots and Affixes

*****¢Word Endings

*****¢Words with *****ie,***** *****ei***** and *****ar*****

*****¢Words with Irregular Vowels

Vocabulary Building

*****¢Compound Words

*****¢Dictionary Skills

*****¢Word Relationships*****Synonyms, Antonyms, and Homographs

*****¢Word Structure*****Roots and Affixes

Special Topics

*****¢Reference Materials*****Atlases, Dictionaries, Encyclopedias

Suggested Resources

In addition to the default course program, Language Arts 300 includes extra alternate lessons, projects, and tests for use in enhancing instruction or addressing individual needs. Below is a list of suggested resources which can be used in conjunction with these assignments.

Unit Assignment Resource

2 Book Report ***** Poetry *****¢A Child*****'s Garden of Verses, by Robert Louis Stevenson, Grosset & Dunlap, 1957

*****¢The Christopher Robin Verses, by A. A. Milne, E. P. Dutton & Co., 1967

*****¢The Llama Who had No Pajama, by Mary Ann Hoberman, Browndeer Press, a division of Harcourt Brace & Co., 1998

*****¢Pizza the Size of the Sun, by Jack Pretutsky, Greenwillow Books, 1996

3 Book Report ***** Folktales *****¢Llama and the Great Flood; a Folktale from Peru, by Ellen *****, Crowell, 1989

*****¢The Tale of Three Trees, retold by Anglea Elwell Hunt, Lion Publishing Company, 1989

*****¢Fairy Tales and Stories, by H. C. Andersen. A Wonder-Book for Girls and Boys, by Nathaniel Hawthorne

*****¢Rapunzel, by Brothers Grimm, retold and illustrated by Bernadette Watts, Thomas Y. Crowell Co, 1975

*****¢The Nutcracker Ballet, retold by Deborah Hautig, Random House, 1992

*****¢The Snow Queen, by Hans Christian Andersen, translated by Noami Lewis, Henry Holt and Co. 1979

*****¢Johnny Appleseed, retold and illustrated by Steven Kellogg, Morrow Junior Books, 1988

*****¢Mr. Yowder and the Train Robbers, by Glen Rounds, 1981, Holiday House

*****¢Pecos Bill, retold and illustrated by Steven Kellogg, Morrow Junior Books, 1986

*****¢Paul Bunyan, retold and illustrated by Steven Kellogg, Morrow Junior Books, 1984

*****¢Aesop*****'s Fables, by Aesop, illustrated by A. J. McClaskey, retold by Ann McGovern, Scholastic, 1963

*****¢Fables, by Arnold Lobel, Harper and Row, 1980. Caldecott Medal Winner

*****¢The Fisherman and His Wife, by Jacob Grimm, Farrar, 1980

4 Book Report ***** Biography *****¢Diego Rivera, by Mike Venezia, Children*****'s Press, 1994.

*****¢Isaac Newton: Scientific Genius, by Pearle and Harry Schultz, Garrard Publ., 1972.

*****¢Thomas Edison, by Haydn Middleton, from the *****"What*****'s Their Story?*****" series, Oxford University Press, 1997.

*****¢The True Story of Pocahontas, by Lucille Recht Penner, Random House,1994.

*****¢The Chimney Sweep*****'s Ransom, about John Wesley (1992)

*****¢Defeat of the Ghost Riders, about Mary McLeoad Bethune (1997)

*****¢Escape from the Slave Traders, about ***** Livingston (1992)

*****¢Flight of the Fugitives, about Gladys Aylward (1994)

*****¢The Forty-Acre Swindle, about George Washington Carver (2000)

*****¢The Hidden Jewel, about Amy Carmichael (1992)

*****¢Hostage on the Nighthawk, about William Penn (2000)

*****¢Listen for the Whippoorwill, about Harriet Tubman (1993)

*****¢The Queen*****'s Smuggler, about William Tyndale (1991)

*****¢Spy for the Night Riders, about ***** Luther (1992)

5 Book Report ***** Animal Stories *****¢Chester the Worldly Pig, by Bill Peet, Houghton Mifflin, 1965.

*****¢The Desert Critter Friends series: Friendly Differences; Clubhouse Surprises; Campout Capers; Desert Detectives; Thorny Treasures.

*****¢Fantastic Mr. Fox, by Roald Dahl (author of ***** and the Chocolate Factory), Alfred A. Knopf, 1970.

*****¢Frog and Toad All Year, by Arnold Lobel, Harper & Row, 1976.

*****¢Only One Woof, by James Herriot, St. *****'s Press, 1985.

*****¢Why Mosquitoes Buzz in People*****'s Ears, by Aardema, Dillion, 1976. Caldecott Medal Award book.

6 Book Report ***** Haiku Poetry *****¢Cricket Never Does; a Collection of Haiku and Tanka Poetry, by Myra Livingston Cohn, published by Margaret McElderry, 1997.

*****¢Haiku: the Mood of Earth, by Ann Atwood, Charles Scribner*****'s Sons, 1971.

9 Book Report ***** Nonfiction *****¢Abe Lincoln Grows Up, by Carl Sandburg, Harcourt, 1985.

*****¢Buffalo Hunt, by Russell Freedman, Holiday House, 1988.

*****¢Mother Teresa, by Lola M.Schaefer, Pebble Books, 2003.

*****¢The Plymouth Thanksgiving, by Leonard Weisgard, Doubleday, 1967.

*****¢Promise of a New Spring: the Holocaust and Renewal, by Gerda Weissman Klein, Rossel Books, 1981.

*****¢Young Frederick Douglas, Fight for Freedom, by Laurence Santrey, Troll, 1983.

10 Book Report ***** Historical Fiction *****¢Abigail Takes the Wheel, by Avi, HarperCollins, 1999.

*****¢Addy Saves the Day, by Connie Porter, Pleasant Company, 1994.

*****¢Felicity Learns a Lesson, by Valerie Tripp, Pleasant Company, 1991.

*****¢Josefina*****'s Surprise, by Valerie Tripp, Pleasant Company, 1997.

*****¢Ben and Me: An Astonishing Life of Benjamin Franklin by His Good Mouse Amos Discovered, Edited, and Illustrated by Robert Lawson, Little, Brown, and Company, 1988.

*****¢The Drinking Gourd, by F. N. Monjo, published by Harper, @1969.

*****¢Kia, a Mission to her Village, Africa 1440, from *****"Girlhood Journey*****'s*****" series, by Dawn C. Gill Thomas, Simon & Schuster, 1996.

*****¢Paddle-to-the-Sea, by Clancy Holling, Houghton Mifflin Company, 1961. A Caldecott Honor book.

*****¢An Old-Fashioned Thanksgiving, by Louisa May Alcott, Holiday House, 1989.

*****¢The Very First Thanksgiving: Pioneers on the Rio Grande, by Bea Bragg, Harbinger House, 1989.

*****¢Song of the Trees, by Mildred D. Taylor, Dial Press, 1975.

*****¢Troubles Times Ten, by Dave Lambert, from the Christian Heritage Series published by Christian Book Distributors (CBD), a division of ***** C. Cook, 2000.

*****¢The Wall, by Eve Bunting, published by Clarion Books, @1990.

*****¢Whispering Cloth; a Refugee*****'s Story, by Pegi Deitz Shea, Boyd Mills Publ., 1996.

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