Idaho Literacy Standards 2

Idaho Literacy Standards 2 Overview

• Standard 2 focuses on Fluency, Vocabulary Development, and Comprehension.

Endorsements

• Elementary section endorsements include All Subjects K-8, Blended Early Childhood Education/Early Childhood Special Education Birth through Grade 3 and Pre-K through Grade 6, Deaf/Hard of Hearing K-12, Early Childhood Special Education Pre-K-3, Exceptional Child Generalist K-8, 6-12, and K-12, Visual Impairment K-12.
• Secondary section endorsements include Secondary Education, Music Education K-12, Physical Education K-12, and Art Education K-12.

Key Literacy Concepts

• Automatic word recognition is the ability to quickly and effortlessly recognize words.
• Reading fluency is the ability to read text smoothly and accurately.
• Reading comprehension means being able to understand and interpret the meaning of text.
• Motivation to read is the desire to engage in reading activities.
• Vocabulary knowledge is the understanding and use of a range of words.
• Deep listening is the ability to fully engage and understand spoken language.
• Text structures refer to the organization and format of written content.
• Narrative texts are stories or accounts that convey events with a structured beginning, middle, and end.
• Informational texts are non-fiction texts providing factual information about a specific topic.
• Evidence-based practices are teaching methods proven effective in improving student outcomes.
• Explicit strategy instruction is the direct teaching of specific strategies for text understanding.
• English language learners are students learning English as a second language.
• Idaho Standards for Initial Certification of Professional School Personnel were approved in 2022 to guide teacher preparation programs.
• Idaho Comprehensive Literacy Assessment evaluates literacy skills according to Idaho's standards.
• Preservice teachers are individuals in training to become certified teachers.
• Literacy instructors are educators specializing in teaching reading and writing skills.
• Key terms and definitions are essential vocabulary for understanding literacy concepts.
• Concepts and competencies are the knowledge and skills needed to effectively teach literacy.
• A suggested list of concepts and practices is a compilation of recommended, research-backed literacy teaching approaches.

Fluency Concepts

• Automatic word recognition is the ability to recognize words quickly and accurately without conscious effort.
• Reading fluency is the ability to read a text smoothly and accurately with appropriate expression.
• Fluency encompasses automaticity, word accuracy, and prosody.
• Automaticity is the ability to recognize words instantly and effortlessly.
• Word accuracy is the ability to read words correctly without errors.
• Prosody is the rhythm and intonation of speech while reading.
• Comprehension is the ability to understand and interpret what is read.
• Oral Reading Fluency (ORF) measures reading fluency based on the ability to read aloud.
• Multidimensional fluency rubrics are tools used to assess various aspects of reading fluency.
• Evidence-based practices for reading fluency: include repeated readings, phrase cued text, choral reading, echo reading, Reader's Theater, and Partner Reading.
• Assistive technology includes technological tools that support reading, such as text-to-speech and audio books.
• Disciplinary literacy is how professionals in specific disciplines use literacy.

Reading Motivation

• Motivation to read is the drive to engage with reading material.
• The Matthew Effect is the phenomenon where successful readers read more and thus become more successful.
• Reader Characteristics: self-efficacy, decoding and language skills, successful experiences, interest, and background knowledge influence reading motivation.
• Text Selection involves choosing texts based on reader, task, and text characteristics.
• Activity/Reading Task: The purpose, student choice, relevance, and task complexity are all involved in reading activities.
• Contexts are the environments in which reading occurs, such as classroom and socio-cultural settings.
• Strategies to increase motivation include providing choice in text, book shares, building background knowledge, and goal setting.

Vocabulary Development

• Vocabulary knowledge is the understanding and use of words that impacts comprehension in oral and written language.
• Vocabulary development is the process of acquiring and using words effectively.
• Direct Vocabulary Instruction involves teaching vocabulary explicitly through defined methods.
• In-context Vocabulary Instruction teaches vocabulary through its use in context.
• In-depth Vocabulary Instruction teaches vocabulary with a focus on detailed understanding and analysis.
• Expressive Vocabulary is the words a student can produce and use in speech or writing.
• Receptive Vocabulary is the words a student can understand when reading or listening.
• Tier I Words are basic words commonly used in everyday conversation.
• Tier II Words are high-frequency words found across a variety of domains.
• Tier III Words are low-frequency, domain-specific words that are often technical.
• Vocabulary Strategies are specific techniques used to enhance vocabulary knowledge.
• Impact of Vocabulary Knowledge: Vocabulary understanding influences reading comprehension and written expression.
• Word Origin: The history of a word influences its spelling and meaning.
• Denotative Meaning is the literal meaning of a word.
• Connotative Meaning is the implied or associated meaning of a word.
• Homonyms are words that sound alike but have different meanings.
• Figurative Language uses figures of speech to be more effective, persuasive, and impactful.
• Homophones are words that sound the same but have different meanings and spellings.
• Homographs are words that are spelled the same but have different meanings and may have different pronunciations.
• Graphic Organizers are visual aids used to organize information and enhance understanding of vocabulary.
• Semantic Gradients involve understanding the nuances of word meanings to improve vocabulary.
• Concept Word Sorting is an instructional strategy where words are categorized based on their meanings/characteristics.
• Content-specific Word Walls are visual displays of vocabulary words relevant to a specific subject area.
• Context Clues are hints within a sentence or paragraph that help deduce the meaning of an unknown word.

Reading Comprehension

• Deep Listening and Reading Comprehension: understanding and interpreting texts thoroughly through active engagement.
• Text Structures are the organizational patterns used in writing, such as cause/effect or problem/solution.
• Informational Text Features include elements like headings, subheadings, and captions.
• Text Complexity: purpose, structure, language (including sentence-level complexity), and knowledge demands.
• Quantitative Analysis of Text Complexity includes readability formulas and Lexile scores.
• Qualitative Analysis of Text Complexity involves the use of complexity rubrics.
• Independent Reading: helping students choose books they can read independently.
• Appropriate Text Complexity: Utilizing texts of appropriate complexity in instruction.
• Purposeful Texts: Choosing texts that align rigor and complexity with students' abilities.
• Text Classifications align with Idaho Content Standards: Literature and Informational Text.
• Literature vs. Informational Text: Understanding the differences between literature and informational text types.
• Genres are subcategories of text types.
• Narrative Genres include realistic fiction, biography, autobiography, science fiction, fantasy, historical fiction, mystery, folklore, myth, poetry, drama.
• Informational Genres include textbook chapters, advertisements, reviews, articles, journals, reports.
• Multiple Genres and Text Types: Utilizing a variety of texts from multiple genres and text types for instruction.
• Instruction Adjustment: Adjusting instruction based on characteristics of specific text types used.
• Cultural and Temporal Characteristics: Understanding characteristics from a broad range of cultures and time periods.
• Text Formats: graphic novels, wordless books, picture books, prose, diary, limerick, free verse, scripts.
• Nonfiction vs. Fiction: Understanding the differences between nonfiction and fiction texts.
• Digital Resources and Multimodal Texts: Understanding the benefits and challenges of engaging with digital resources and multimodal texts.
• Online Reading Instruction includes approaching tasks with a purpose, navigating texts, monitoring comprehension, and responding to texts.
• Impact of Artificial Intelligence (AI): AI impacts the way information is disseminated, analyzed, and created.
• Instruction Accessibility: Making instruction accessible to all, including English language learners.
• Language Structures and Comprehension: Oral and written language structures impact comprehension, especially for English language learners and struggling readers.
• Differentiating Instruction for English language learners and struggling readers: includes providing repeated exposure to academic language, visual supports, and multisensory supports.
• Active Acquisition of English: Opportunities to move from passive learning of language to active acquisition and application in various disciplines.
• Receptive to Expressive Vocabulary: Opportunities to develop receptive vocabulary into expressive vocabulary.
• Evidence-Based Practices: Applying components like oral language, fluency, vocabulary, comprehension using evidence-based practices and explicit strategy instruction.
• Interactive Read-Alouds are an effective way to build general background knowledge and develop comprehension.
• Background Knowledge: Building it as needed to help students interact with specific texts.
• Instruction Design includes considering the task and the needs of the reader.
• Comprehension Instruction includes that, which takes place before, during, and/or after reading.
• Syntax and Sentence Comprehension: Instruction focusing on these improves listening comprehension.
• Reading Comprehension Instruction: Designs/applies it at the sentence, paragraph, and multi-paragraph level.
• Reading Strategies: Uses appropriate strategies to read text in class, such as: reading aloud, choral reading, partner reading, and independent reading.