Frontline Early Reading Project

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FrontlineEarly Reading Project
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Frontline Early Reading Pilot Project

• New study to be conducted by independent team of
  university researchers
• Year 1 15,000-20,000 students
• Year 2 30,000-40,000 students
• Prior related studies by Dr. Bonita Grossen of
  the University of Oregon and by the International
  Education Institute

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University of Oregon Dr. Bonita Grossen,
author of A Synthesis of Research on Reading
from the National Institute of Child Health
Human Development, 1997
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U/Oregon Project Findings

• Frontline methodology based on six implications
  in teaching a child to read condensed in NICHD
  report
• Begin teaching phonemic awareness directly at an
  early age.
• Teach each letter-sound correspondence
  explicitly.
• Teach frequent, highly regular letter-sound
  relationships systematically.
• Show children exactly how to sound out words.
• Use connected, decodable text for children to
  practice the letter-sound relationships they
  learn.
• Read interesting stories to children to develop
  language comprehension.

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U/Oregon Project Findings

• Report of the National Reading Panel Teaching
  Children to Read (2000) substantiates Dr.
  Grossens prior report and Frontline methodology
  
• Phonemic awareness is clearly effective. It
  improves their ability to manipulate phonemes in
  speech. This skill transfers and helps them learn
  to read and spell. Phonemic awareness (PA)
  training benefits not only word reading but also
  reading comprehension. PA training contributes to
  childrens ability to read and spell for months,
  if not years, after the training has ended.
  (National Reading Panel, 2000, ch. 2, 40)

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U/Oregon Project Findings

• One can conclude that a reading program that
  teaches letter-sound correspondences explicitly,
  such as Frontline Reading, will better meet the
  needs of all students, not just some students.

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U/Oregon Project Findings

• Frontline Reading follows decades of research
  performed by the NICHD and findings of the NRP.
  Frontline adheres to all six major implications
  in teaching a child to read, as presented by A
  Synthesis of Research on Reading from the
  National Institute of Child Health Human
  Development (1997)

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U/Oregon Project Findings

• Frontline Reading mirrors the synthesis of
  NICHD research summarized by Grossen and the NRP
  research. Parents and teachers are strongly
  encouraged to become active participants in
  providing their children the quality education
  Frontline Reading provides.

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International Education Institute Early Reading
Pilot Project Ken Harvey, IEI Executive
Director, former Managing Director of the
National Childrens Reading Foundation
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In Kens prior work with the National Reading
Foundation, he saw a major obstacle for all
schools trying to achieve the goals of the No
Child Left Behind initiative.
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Children who cannot read early and well are
hampered at the very start of their education and
for the rest of their lives.America Reading
Challenge, Jan. 15, 1997
The Need
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The Need A Trillion-Dollar Problem

• Students behind in reading
• Fall behind in all other subjects, too.
• 10x more likely to be school discipline problems.
• Represent 60 of all prison inmates 86 of all
  juvenile offenders.
• Fill welfare roles minimum-wage jobs.
• Cost U.S. economy 500 billion in productivity.

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The Need A Trillion-Dollar Problem

• For lack of lap time pre-literacy activities in
  their home, 25 are already 1-2 years behind
  class before they enter kindergarten.
• Only 55 of all third-graders nationally read at
  grade level 25 are still 1-2 years behind.

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Achievement Gap Starts EarlyKindergarten Scores
by Ethnicity
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The Need

• 74 of the students who are poor readers in the
  third grade remain poor readers in the ninth
  grade.
• Source Journal of Educational Psychology

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Once a Poor Reader, Always a Poor Reader
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1.7
1.7
3
1.3
1.7
3
1.5
2.7
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How We Got Involved?

• Heard of Utah preschool that was teaching 100 of
  its 250 or so 4-year-olds how to read every year.
• Took team of educators to do an assessment on a
  random sampling of the preschool students.
• Found students reading at above mid-first grade
  level after their pre-kindergarten year of
  6-hour-per-week preschool.

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A Progressive District

• In 1995, 54 of Kennewick students were reading
  grade-level material at third grade -- almost
  exactly the national average.
• By May 2002, 80 of KSD students met the
  third-grade standard.
• 8 of 13 KSD elementary schools have 89 to 99 of
  their third-graders reading at grade level.
• Nevertheless, Utah preschoolers out-performed
  Kennewicks kindergartners.

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How We Got Involved?

• Preschoolers vs. Kindergartners

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Pilot Project Results 1 Year Later

• Scoring Legend for Teacher Evaluations
• 1 Much worse than best curriculum previously
  used.
• 2 A little worse than best curriculum
  previously used.
• 3 About the same as the best curriculum
  previously used.
• 4 A little better than best curriculum
  previously used.
• 5 Much better than best curriculum previously
  used.

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Pilot Project Results(About 20 classes involving
300 students )

• 3.0 average would be a very good score About
  the same as the best curriculum previously used.
• Average over 4.0 would be extraordinary.

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Pilot Project Results

• How long it takes for children to learn the
  letter names.
• Average score 4.6 out of 5

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Pilot Project Results

• How long it takes for children to learn the
  letter sounds.
• Average score 4.3 out of 5

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Pilot Project Results

• How long it takes for children to blend words.
• Average score 4.4 out of 5

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Pilot Project Results

• How long it takes for children to read complete
  sentences.
• Average score 4.4 out of 5

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Pilot Project Results

• How well it helps build reading vocabulary.
• Average score 4.4 out of 5

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Pilot Project Results

• Reading level of average readers by years end.
• Average score 4.3 out of 5

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Pilot Project Results

• Average Score for all Questions 4.4 out of 5

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Highlights of Curriculum Letter Names Sounds

• Most of thechildren knew all the letters and
  sounds by Nov. 5 -- much quicker than ever
  before.
• -- Debbie Clayton, ESL teacher, Westgate
  Elementary

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Highlights of Curriculum Music-Enhanced
Curriculum

• The music is one of the most important elements
  of the curriculum. The more they listen to the
  music, the more they like it. I was afraid they
  would get tired of it.
• -- Kari Arlint, Rose Valley Elementary

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Highlights of Curriculum Music-Enhanced
Curriculum

• I love the program. The kids really get into it.
  At first I thought, The boys arent going to get
  into this. But they really do enjoy it.
• -- Teresa Wilkins, Initiative Learning
  Center,kindergarten teacher

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Highlights of Curriculum Fast-Paced Approach

• It gets them through so quickly. When I first
  saw that they had two letters a week, I didnt
  think they could do it but early success with
  prebooks really gets them going.
• -- Trish Fairbairn, Selkirk Elementary

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Highlights of Curriculum Fast-Paced
Approach

• Even the slow kids are 5-6 months ahead of
  where they would have been as of mid-December!
  This is just what Ive been looking for.
• -- Kari Arlint, Rose Valley Elementary

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Highlights of Curriculum Fast-PacedEarly
Lesson1
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Highlights of Curriculum Fast-PacedEarly
Lesson1
Sing Alphabet Song daily Morty Munching Mouse
loves to munch. Munch, munch, munch (mmmm ---
rub tummy). Morty Munching Mouse munches
macaroni. Munch, munch, munch (mmmm). Morty
Munching Mouse munches muffins. Munch, munch,
munch (mmmm). Morty Munching Mouse munches
mushrooms. Munch, munch, munch (mmmm). But most
of all, Morty Munching Mouse loves to munch on
MMs -- mmmm mmmm. Munch, munch, munch. He might
just munch on YOU! (pretend) Sing M Song
daily, do worksheet, etc.
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Highlights of Curriculum Fast-PacedEarly
Lesson2
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Highlights of Curriculum Fast-PacedEarly
Lesson2
Sing Alphabet Song daily Teach letter of the
day, then tell story Andrew Alligator was
sleeping. He felt so snuggly and warm in his
blanket. Mother came to give him a bath. She took
off his blanket, and all at once Andrew Alligator
was so cold, all he could do was cry, aaaa --
aaaa. A says aaaa. Can you sound like Andrew
Alligator. Sing A Song Do worksheet Sing
A Song again
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Highlights of Curriculum Fast-PacedAs
Children Can Handle After Lesson 6
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Highlights of Curriculum Fast-PacedBlending
as Quickly as Children Can Handle After Lesson
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I have a little motor in my mouth.When I turn it
on it will say a soundmmmmm. If I leave my
motor running, it will make the sound last
longer mmmmmmmm. Then I can put it with
other sounds. Listen. What does this letter say?
aaaa What does this letter say? mmmm Now
listen as I make my mouth motorstay on
aaaaammmmm. Lets do it again! aaaammm Now
faster! aaamm. Listen for the word! am Great!
Lets do another word!
mmmaaatttt
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Highlights of Curriculum Letter Blending

• Im just really pleased. This program gives them
  a ton of skills. They dont have the problem
  theyve had in the past with blends. Its really
  been amazing this year.
• -- Kim Remsberg, Entiat Elementary School

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Highlights of Curriculum Fast-PacedPrebook
1Kids startwith this book inWeek 3 or 4
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Highlights of Curriculum Fast-PacedPrebook 1
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Highlights of Curriculum Fast-PacedPrebook 1
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Highlights of Curriculum Fast-PacedPrebook 1
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Highlights of Curriculum Fast-PacedPrebook 1
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Highlights of Curriculum Fast-PacedPrebook 1
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Highlights of Curriculum Fast-PacedBook
1Kids start readingregularbooks
duringMonth 2
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Highlights of Curriculum Fast-PacedBook 1
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Highlights of Curriculum Fast-PacedBook 1
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Highlights of Curriculum Fast-PacedBook 1
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Highlights of Curriculum Fast-PacedBook 1
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Highlights of Curriculum Fast-PacedBook 1
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Highlights of Curriculum Fast-PacedBook 1
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Highlights of Curriculum Fast-PacedBook 1
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Highlights of Curriculum Fast-PacedBook 1
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Highlights of Curriculum Fast-PacedBook 1
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Highlights of Curriculum Fast-PacedBook
30Levelachievedby mostESLstudents
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Highlights of Curriculum Fast-PacedBook
30Levelachievedby mostESLstudents
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Highlights of Curriculum Fast-PacedBook 30
Levelachievedby mostESLstudents
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Highlights of Curriculum Fast-PacedBook 30
Levelachievedby mostESLstudents
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Highlights of Curriculum Fast-PacedBook 30
Levelachievedby mostESLstudents
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Highlights of Curriculum Fast-PacedBook 30
Levelachievedby mostESLstudents
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Highlights of Curriculum Fast-PacedBook 30
Levelachievedby mostESLstudents
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Highlights of Curriculum Fast-PacedBook 30
Levelachievedby mostESLstudents
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Highlights of Curriculum Fast-PacedBook 30
Levelachievedby mostESLstudents
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Highlights of Curriculum Fast-PacedBook 30
Levelachievedby mostESLstudents
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Highlights of Curriculum Fast-PacedBook 30
Levelachievedby mostESLstudents
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Sample Curriculum - Book 31Gram has a cat. The
cat has brown stripes Gram calls the cat Miss
Prim. Miss Prim likes milk. Miss Prim likes to
creep in the green grass. She pokes Grams
dress. Gram can not see Miss Prim. Miss Prim and
Gramhave fun. Miss Prim needs a bath, but cats do
not like to get wet. Miss Prim runs from Gram.
Gram tries
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Sample Curriculum - Book 31to grab Miss Prim.
Gram grabs Miss Prim. If you do not take a bath,
you will have no milk. Miss Prim is sad, but
Gram is not mad. Miss Prim, I am not mad, but
you need a bath. Gram trips. She falls in the
tub. Miss Prim, help me! Miss Prim can help.
She pulls and pulls, but Gram is big. Gram pulls
and pulls. Miss Prim falls in the tub with Gram.
Miss Prim and Gram are in the tub. Miss Prim is
wet, but not mad. Gram and Miss Prim have fun.
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Sample Curriculum - Book 39Scott sees the Fair
in the street. He sees his pals on the rides.
They squeal and scream. The rides are fun.
Scott wants to go to the Fair. Scott tells Mom,
I need to go to the Fair. My pals are on the
rides. It will be fun. Mom tells Scott, We can
make a deal. If you do your jobs, you can go to
the Fair. Scott will do his
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Sample Curriculum - Book 39his jobs. He will
fix the squeak in the gate. He will scrub the
plates. Scott will clean the glass. Scott runs to
the gate. He can fix the squeak. He sprays the
gate. It will not squeak. Scott scrubs the
plates. He will run to the Fair. Scott will go on
the rides. It will be fun, but Scott did not
clean the glass. Mom calls Scott. Scott, you
need to come home. We had a deal. You did not
clean the glass. If you clean it, you can go to
the Fair.
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Sample Curriculum - Book 39Scott made a deal.
He runs home and cleans the glass. Scott will
keep the deal he made. Mom is glad Scott did his
jobs. Scott is on the rides with his pals. They
scream and squeal. The rides are fun.Ask these
questions after reading the book Who does Scott
see at the Fair? What is the deal Scott made
with Mom? What does Scott forget to do? Why is
it good to keep a deal?
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Sample Curriculum - Book 45Chad likes to
skate. He skates on ramps. He skates on hills.
Chad skates all the time. Chad skates with his
pal Ben. Ben skates all the time. He can skate
fast like Chad. They skate on ramps and hills.
Chad and Ben will skate the Big Ramp. They hope
to win the prize and be champs. They jump and
spin. They are
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Sample Curriculum - Book 45 good on skates.
Ben skates the Big Ramp. He jumps and spins. He
skates and lands. Chad cheers. Ben is his pal.
Ben skates fast. He slips. Crash! Ben falls. He
can not get up. Ben is hurt. Chad runs to Ben. He
helps Ben get up. Chad checks Bens chin. Ben has
a cut on his chin. He can not skate. Ben tells
Chad to skate. You can still be the champ. Chad
jumps and spins and lands. Bens chin hurts, but
he cheers and cheers. Chad is the best. He wins
the prize. Ben is his pal. Chad and Ben are
Champs.
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Sample Curriculum - Book 50Gene is big. He has
a trunk, a tail, and flat ears. Gene is not
just big. Gene is huge. Gene likes to rest in
the tall grass. He sees a small cub on the edge
of the grass. The cub is lost. Hi, cub, calls
Gene. Can I help you? The cub hides in the tall
grass. He is scared. Gene is huge. Do not be
scared. I
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Sample Curriculum - Book 50 can help you. I am
huge. I can see far. The cub runs to the edge of
the tall grass. My name is Skip. I am lost. You
are huge. Can you see my mom? Gene stands up. He
can see far. I see your mom. She is in a cage.
We need to save her. Gene and Skip run in the
tall grass. They are close to the cage. Gene can
use his trunk. Skip sneaks in the tall grass.
They let mom out of the cage. Skip and mom are
safe. Gene, you are huge, but I am not scared.
It is good to have a huge pal.
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Highlights of Curriculum Quality of Reading
Books

• The whole group will be further along than ever
  before. I think there are a few kids that will
  finish all the sets of books. They are
  learning more, and the books are fantastic.
• -- Trish Fairbairn, Selkirk Elementary

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Highlights of Curriculum Reading Fluency

• Ive never had this many kindergartners reading
  at this point of the year January, so thats
  exciting. Almost every student had already read
  10-30 books by mid-year.
• -- Teresa Wilkins, Initiative Learning
• Center, kindergarten teacher

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Highlights of Curriculum Reading Fluency

• The children that are reading are further along
  than they have ever been. There is only one kid
  in the whole class that is not reading. But
  usually by this time January the kids are just
  barely starting.
• -- Trish Fairbairn, Selkirk Elementary

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Highlights of Curriculum Overall Rating

• Its the best curriculum Ive used. Its going
  wonderfully. The kids are doing fantastic.
• -- Diana Bradshaw, Initiative Learning Center
  preschool teacher

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Highlights of Curriculum Overall Achievement

• Its going great. They are leaps and bounds
  above where they were last year. I couldnt be
  more pleased.
• -- Kim Remsberg, Entiat Elementary School

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Lesson Schedule

• Do one lesson on Mondays, one on Wednesdays.
• Review lessons on Tuesdays, Thursdays
• Fridays a catch-up day.
• At this pace can cover 55 lessons in Frontline I
  II in 28 weeks.

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Case Study Revisited Kennewick Pilot ESL Class

• Fall DIBELS-type test
• ESL 15.8
• Mainstream 28.5
• Spring DIBELS-type test
• ESL 95.0
• Mainstream 92.6
• Spring DRA test
• ESL 87.9
• Mainstream 87.2

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With Frontline NCLB Goals ARE within Reach

• Essentially every child can be reading near or
  beyond 2nd Grade level BEFORE entering 1st Grade!
• As shown in Kennewick, even ESL kids can do it.
• What other NCLB goals CAN NOT BE ACHIEVED if
  EVERY CHILD is reading a year ahead?