Nancy Jones and

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CSCOPE, The Media Center, and Reading
AssessmentGrades 3-5
Presented by Nancy Jones and Melissa
Hughes Beeville ISD
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Description of Session

• The librarian can help with implementation of
  CSCOPE. There must be time in the reading
  classroom for students to be read to, read with,
  and to read independently. In upper elementary
  grades, students may be at a variety of levels of
  reading expertise. Find out how we assess the
  reading levels of students, use the necessary
  20-30 minutes of reading practice effectively,
  while differentiating the needs of each student
  through the library.

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CSCOPE Instructional Focus Documents (Excerpts)

• Third grade first six weeks
• Rationale Students are immersed in the
  structure of a variety of fiction to comprehend
  text they read and communicate authenticity about
  their reading and in the their writingUnderstandi
  ng is communicated through oral and written
  expression. Students examine teacher selected
  and student selected literature based on
  individual interests and abilities providing
  opportunities to make important personal and
  world connections within and across different
  contexts.
• Performance Indicators
• Create and maintain a reading log. Choose one
  selection from the log and organize and present a
  book-talk on a self-selected literary text.
  Using appropriate fluency and oral conventions,
  read the story aloud to the class or small group.

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CSCOPE Instructional Focus Documents (Excerpts)

• Third grade first six weeks (continued)
• Instructional Components Word Study, Shared
  Reading, Independent Reading, Writing
• TEKS
• 3.2C Establish purpose for reading selected
  texts and monitor comprehension, making
  corrections and adjustments when that
  understanding breaks down (e.g., identifying
  clues, using background knowledge, generating
  questions, re-reading a portion aloud).
• 3.8A Sequence and summarize the plots main
  events and explain their influence on future
  events.
• 3.8B Describe the interaction of characters
  including their relationships and the changes
  they undergo.
• 3.8C Identify whether the narrator or speaker of
  a story is a first or third person.

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CSCOPE Instructional Focus Documents (Excerpts)

• Third grade first six weeks (continued)
• TEKS (continued)
• 3.11A Read independently for a sustained period
  of time and paraphrase what the reading was
  about, maintaining meaning and logical order
  (e.g., generate a reading log or journal
  participate in book talks).
• Specificity Read independently for a sustained
  period of time including, but not limited to,
  read approximately 4 times a week read silently
  for 20 minutes by the end of the year read in
  independent level materials (1 in 20 words is
  difficult for the reader) read regularly,
  self-selected (e.g. drawing on personal interest,
  by relying on knowledge of authors and different
  types of texts) and/or teacher-selected material
  adjust method and rate of reading to the purpose
  of the assignment or material, reading a
  nonfiction article more slowly and noting
  critical concepts

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CSCOPE Instructional Focus Documents (Excerpts)

• Third grade first six weeks (continued)
• Specificity (Continued for 3.11A) Paraphrase
  what the reading was about, maintaining meaning
  and logical order including, but not limited to
  generate a reading log or journal and participate
  in book talks.

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CSCOPE Instructional Focus Documents (Excerpts)

• Fourth grade first six weeks
• Rationale Students are immersed in a variety of
  fiction to comprehend text they read and
  communicate authenticity about their reading and
  in the their writingStudents examine teacher
  selected and student selected literature based on
  individual interests and abilities providing
  opportunities to make important personal and
  world connections within and across different
  contexts and genres.

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CSCOPE Instructional Focus Documents (Excerpts)

• Fourth grade first six weeks (continued)
• Performance Indicators
• Organize and present to a small group a book talk
  on a self-selected literary text. Listen and
  participate as other students present a book.
• Record and maintain a collection of multiple
  summary entries that demonstrate the meaning and
  logical order along with responses that
  communicate connections and thoughts about
  literacy texts.
• Record multiple entries in a Word Study Notebook
  demonstrating word knowledge. Use the notebook
  to support writing.
• Instructional Components Word Study, Shared
  Reading, Independent Reading, Writing

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CSCOPE Instructional Focus Documents (Excerpts)

• Fourth grade first six weeks (continued)
• TEKS
• 4.1A Read aloud grade-level stories with fluency
  (rate, accuracy, expression, appropriate
  phrasing) and comprehension.
• Specificity including but not limited to
  independent-level materials texts in which no
  more than approximately 1 in 20 words is
  difficult for the reader 120-180 words correct
  per minute by the end of fourth grade.
• 4.Fig19A Establish purpose for reading selected
  texts based upon own and others desired outcome
  to enhance comprehension.
• 4.Fig19B Ask literal, interpretive, and
  evaluative questions of text.
• 4.Fig 19E Summarize information in text,
  maintaining meaning and logical order.
• 4.3A Summarize and explain the lesson or message
  of a work of fiction as its theme.

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CSCOPE Instructional Focus Documents (Excerpts)

• Fourth grade first six weeks (continued)
• TEKS (continued)
• 4.6C Identify whether the narrator or speaker of
  a story is a first or third person.
• 4.9A Read independently for a sustained period
  of time and paraphrase what the reading was
  about, maintaining meaning and logical order
  (e.g., generate a reading log or journal
  participate in book talks).
• Specificity including, but not limited to, read
  approximately 4 times a week read silently for
  20-30 minutes by the end of the year read in
  independent level materials (1 in 20 words is
  difficult for the reader) read regularly,
  self-selected (e.g. drawing on personal interest,
  by relying on knowledge of authors and different
  types of texts) and/or teacher-selected material
  adjust his or her method and rate of reading to
  the purpose of the assignment or material,
  reading a nonfiction article more slowly and
  noting critical concepts generate a reading log
  or journal participate in book talks.

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CSCOPE Instructional Focus Documents (Excerpts)

• Fifth grade first six weeks
• Rationale Students are immersed in a variety of
  fiction to comprehend text they read and
  communicate authenticity about their reading and
  in the their writingUnderstanding of text is
  communicated through oral and written expression.
  Students continue to examine teacher selected
  and student selected literature based on
  individual interests and abilities providing
  opportunities to make important personal and
  world connections within and across different
  contexts and genres.

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CSCOPE Instructional Focus Documents (Excerpts)

• Fifth grade first six weeks (continued)
• Performance Indicators
• Read a short fictional story. Rewrite the story
  from a point of view that changes the
  perspective.
• Record and maintain a collection of multiple
  summary entries that either summarize,
  paraphrase, or infer while demonstrating meaning
  and logical order within and across multiple
  literary texts.
• Record multiple entries in a Word Study Notebook
  demonstrating word knowledge.
• Instructional Components Word Study, Shared
  Reading, Independent Reading, Writing

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CSCOPE Instructional Focus Documents (Excerpts)

• Fifth grade first six weeks (continued)
• TEKS
• 5.1A Read aloud grade-level stories with fluency
  (rate, accuracy, expression, appropriate
  phrasing) and comprehension.
• 5.Fig 19A Establish purposes for reading
  selected texts based upon own and others desired
  outcome to enhance comprehension.
• 5.Fig 19BAsk literal, interpretive, evaluative,
  and universal questions of text.
• 5.Fig19E Summarize and paraphrase texts in ways
  that maintain meaning and logical order within a
  text and across texts.
• 5.6A Describe incidents that advance the story
  or novel, explaining how each incident gives rise
  to or foreshadows future events.

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CSCOPE Instructional Focus Documents (Excerpts)

• Fifth grade first six weeks (continued)
• TEKS (Continued)
• 5.6B Explain the roles and functions of
  characters in various plots, including their
  relationships and conflicts.
• 5.6C Explain different forms of third-person
  points of view in stories.
• 5.9A Read independently for a sustained period
  of time and summarize or paraphrase what the
  reading was about, maintaining meaning and
  logical order (e.g., generate a reading log or
  journal participate in book talks)
• Specificity including, but not limited to, read
  approximately 4 times a week read silently for
  30-35 minutes by the end of the year read in
  independent level materials (1 in 20 words is
  difficult for the reader) read regularly,
  self-selected (e.g. drawing on personal interest,
  by relying on knowledge of authors and different
  types of texts) and/or teacher-selected material
  adjust his or her method and rate of reading to
  the purpose of the assignment or material,
  reading a nonfiction article more slowly and
  noting critical concepts generate a reading log
  or journal participate in book talks.

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Reading Levels and Reading Time

• We use the online products from Renaissance
  Learning, STAR Reading and Accelerated Reader
  (AR) to identify reading levels, differentiate
  instruction, and track student progress.
• All of these can be done without the software,
  but the software makes it easier and less time
  consuming.

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Identify the Reading Levels

• As part of Response to Intervention, all of our
  students are assessed on STAR reading three times
  a year. We also use for selected to students for
  progress monitoring. STAR reading provides a
  grade equivalent score and a suggested reading
  level zone.
• The goal setting chart provides book point levels
  for 20 minutes, 30 minutes and 60 minutes of
  daily practice. The 20 and 30 minutes match with
  the CSCOPE specificities.

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Identify the Reading Levels

• By using the Accelerated Reader book levels,
  students read on their own level successfully,
  providing the differentiation needed.
• However, teachers must monitor each student
  daily. This can be done during the reading time.
  The teacher monitors by examining the students
  reading log and talking briefly to the student
  about the book they are reading.
• Teachers spend different amounts of time with
  each student daily, depending on the needs of the
  student.
• Media Specialists can help with determining book
  levels, selections by students of books, and
  assisting teachers to find a way to monitor the
  reading.

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Identify the Reading Levels

• The student writes in his/her journal information
  such as
• How many pages they read each day
• Vocabulary/Word Study information
• Short summaries
• The AR book level and the score on the quiz when
  they finish
• The teacher makes comments and/or initials in the
  journal at least weekly.

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Continue Throughout the Year

• By monitoring, the teacher adjusts the reading
  levels and goals of each student. If students
  are successful, they may read books outside of
  their reading zone.
• If students are unsuccessful, the teacher may ask
  the student to read books from other genres or
  may adjust the reading level.
• Teacher discussions with students guide the
  success and advancement of the students.

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Monitoring Without the Software

• Without an online assessment, teachers can begin
  students with books on grade level.
• The Lexile reading level is given on TAKS
  reports.
• If students struggle, teachers can move them to
  easier books. As students increase in ability,
  teachers can ask them to read more books at
  higher Lexile or grade level.

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Monitoring Without the Software

• When Media Specialists order books, there is
  information provided as to reading level.
• www.titlewave.com is a free website where you can
  look up information about reading levels. This
  is from Follett Library Services. It provides
  the AR reading level, interest level and points
  Book Counts reading level and Lexile reading
  level, as well as other information on books.

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Other Information

• CSCOPE documents must be studied carefully by
  teachers to implement the curriculum
  successfully. Training may be provided by your
  service center, but it is just as effective for
  Professional Learning Communities at each school
  to study the documents in preparation for
  teaching.
• Beeville ISD used some of the federal stimulus
  funds to train all of the teachers who use
  Renaissance Learnings Accelerated Reader
  program. The training provided us with
  information on differentiation, monitoring, and
  so on.

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Thank you!Contact Information

• Melissa Hughes
• Elementary Librarian
• Beeville ISD
• 200 N. Washington
• Beeville, TX 78102
• 361.362.6020
• mhughes1_at_beevilleisd.net

• Nancy Jones, Ed. D.
• Assistant Superintendent for Curriculum and
  Instruction
• Beeville ISD
• 201 N. St. Marys Street
• Beeville, TX 78102
• 361.358.7111
• njones_at_beevilleisd.net