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Dr. Jennifer Throndsen

Director of Teaching and Learning

Utah State Board of Education

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November 2023

Raising Readers

Moving from accuracy to automaticity to application

HIGH Energy, LOW Pleasantness

HIGH Energy, HIGH Pleasantness

LOW Energy, LOW Pleasantness

LOW Energy, HIGH Pleasantness

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About Me

Utah’s Goal for Our K-3 Readers

70% of students reading on grade level by the end of 3^rd grade

Today’s Civil Right

Prior Knowledge Assessment

• ____ students in my class read grade level text every day.

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• I feel ____ confident in scaffolding grade level text so ALL students can access it.

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• To improve reading comprehension, I engage my students in…

Learning Intentions and Success Criteria

• Participants will design daily delivery to engage all students reading grade level text, including appropriate scaffolding.
• Participants will be exposed to evidence-based instructional practices and routines to engage students in connected text effectively.
• Participants will understand the need for building knowledge to build readers through text.
• Participants will know the power their beliefs have on student learning.

• I can identify ways to engage all students in grade level text daily.
• I can articulate the importance of building knowledge to improve student comprehension.
• I can leverage instructional routines to engage students in connected text.
• I can consider how my beliefs can positively impact student learning.

Simple View of Reading

The Pivot Point

Graphic Source:

Dr. Stephanie Stollar

“Pure letter name and sound instruction does not readily transfer to reading and spelling instruction and practice in using alphabet knowledge for these purposes” (Piasta & Wagner, 2010, p. 494)

Thus, engaging students in activities that facilitate fingerpoint reading may serve as an important bridge or scaffold for phonemic awareness development (Morris, Bloodgood, Perney, 2003; Morris, Bloodgood, Lomax, & Perney, 2003), or may mark the beginnings of moving children from print into meaning (Ehri & Sweet, 1991).

Engaging in Decodable Texts

What? Why? How?

What is a decodable text?

• Short text or passage in which most of the words are wholly decodable and the majority of the remaining words are previously taught irregular words.

Why decodable text?

• Read excerpt Decodables: Boring and Stupid?

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• Think about…
• What is the purpose of decodables in teaching students to read?
• What resonates with you about what you read?

When to use a decodable text?

How to read a decodable text

High Quality Decodable Texts

Using AI For More Decodable Texts

The Need for Grade Level Text

Every day for every student

Why Grade Level Text for All?

• Read article, “Let’s talk equity: Reading levels, scaffolds, and grade-level text”
• As you read…
• Identify 3 key points
• Note 2 things you are wondering about
• Select 1 most memorable takeaway

On Climbing a Mountain: Four Ways NOT to Deal with Complex Text

If a text is challenging…

How do we teach them to climb the mountain, rather than having them watch �us climb it?

Scaffolding Strategies for Engaging Students in Grade Level Text

Scaffolding Strategies

Reading Engagement Strategies

• If I were to go camping, I would look forward to ________________ most.
• The Franco Family enjoys camping because…
• When you go camping, you might see/feel/hear…

Scaffolding Planning Practice

Creative Problem Solving

As Mrs. Roberts’ class started to read “Snowy Adventures”, the class was filled with excitement and anticipation. The illustrations showed children building snowmen, sledding down hills, and having snowball fights. But as Mrs. Roberts’ class reads the text, a few students’ enthusiasm began to wane, and frowns crept across their faces.

What supports would we provide these students struggling to read the text?

Repurposing Leveled Readers

• Use to build background before whole class reading/discussion
• Great for paired reading or small group reading
• Preteach vocabulary words
• Use for strategy instruction
• Conventions
• Fluency
• Non-fiction text features
• Comprehension
• Writing tasks

Fluency-Oriented Reading Instruction (FORI) with a Comprehension Focus

Evidence-Based Practice: Reciprocal Peer Tutoring

What is Reciprocal Peer Tutoring?

Let’s Practice Reciprocal Peer Tutoring

For Advanced or Older Readers

New skill or knowledge

Prior knowledge or experience that helped you

Building Knowledge is Essential to Improving Comprehension

Comprehension Skills or Knowledge? Or Both?

Hugh Catts

• Rethinking How to Promote Reading Comprehension
• Start at “The Comprehension as Skill Myth”
• Try to get through “The Implications for Instruction”

Natalie Wexler

• Yes, There is Evidence That Building Knowledge Boosts Reading Comprehension
• Read in its entirety

Key Takeaways for Instruction

• Reading deeply and broadly is essential for improving comprehension instruction
• Text sets can be a practical strategy
• Need to read across the content areas, including science, social studies, health, etc. to build knowledge
• New curriculum materials—look for materials that are topic driven

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Teacher Expectations

Why what you think matters

Teacher Estimates of Achievement

More Evidence-Based Practices

• https://bit.ly/471yQzd

Learning Intentions and Success Criteria

• Participants will design daily delivery to engage all students reading grade level text, including appropriate scaffolding.
• Participants will be exposed to evidence-based instructional practices and routines to engage students in connected text effectively.
• Participants will understand the need for building knowledge to build readers through text.
• Participants will know the power their beliefs have on student learning.

• I can identify ways to engage all students in grade level text daily.
• I can articulate the importance of building knowledge to improve student comprehension.
• I can leverage instructional routines to engage students in connected text.
• I can consider how my beliefs can positively impact student learning.

Resources Folder

Feedback Survey

Office Hours

• 3:15-4:15 pm
• Zoom Link
• Password T&L

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• December 14
• January 18
• February 15

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• Email jennifer.throndsen@schools.utah.gov

For Further Learning…

• Scaffolding
• Webinar by Doug Fisher
• https://bit.ly/3QxtiW6
• Foundational Skills and Decodable Text
• Webinar with Dr. Louisa Moats
• https://bit.ly/3SDCYAW
• Knowledge Matters Podcast
• Series with Natalie Wexler