Moore Collaborative Committee and the of Education...

Curriculum Associates’ CARS & STARS response to the

Moore Collaborative Committee and the Alaska Department of Education & Early Development

Request For Information (RFI): Research Framework for Pre‐Screened Proposals

Deadline: January 7, 2013 Submitted via email to: [email protected]

For more information about this proposal, please contact:

Kellie Steiner, Educational Sales Consultant [email protected] | 907‐230‐3107

Moore Collaborative Committee Research Framework for Pre‐Screened Proposals

Table of Contents

TableofContents

Completed Research Framework

Supporting Documentation

CARS Kindergarten Student Book Sample

CARS Kindergarten Teacher Guide Sample

STARS Kindergarten Student Book Sample

STARS Kindergarten Teacher Guide Sample

A Study of the Instructional Effectiveness of CARS & STARS ©2010

Common Core State Standards for English Language Arts Correlated to CARS & STARS

For more information about CARS & STARS—including product samples,

correlations, and supporting research—please go to

www.curriculumassociates.com/cars‐stars.

1

Moore Collaborative Committee Research Framework for Pre‐Screened Proposals

Proposal title: Comprehensive Assessment of Reading Skills (CARS) and Strategies to Achieve Reading Success (STARS) Vendor/Agency: Curriculum Associates, LLC Contact person: Kellie Steiner Contact information: [email protected] | 907‐230‐3107

Description of proposal.

Our Comprehensive Assessment of Reading Strategies (CARS) and

Strategies to Achieve Reading Success (STARS) series is a powerful

combination of assessment and instruction that work together to

improve students’ reading comprehension. By focusing on 12 core

strategies (shown on the following page), the CARS & STARS series

gives students the essential tools they need to become independent

readers. With this flexible program, teachers can easily identify

individual reading comprehension needs and provide explicit,

targeted instruction using short, engaging passages. Available for

grades K–8, CARS & STARS enables educators to diagnose skill gaps,

provide effective instruction, monitor progress with interim

benchmarks, and assess mastery. The program’s combination of

assessment and scaffolded instruction is ideal for addressing the

needs of students in Alaska’s lowest performing schools.

2

The CARS series employs a pretest, benchmarks, and a post‐test to

pinpoint skill gaps, monitor progress, and assess mastery. Results

from CARS help to place students in the companion STARS series for

reading instruction and remediation. The STARS series provides

essential instruction in the same 12 reading strategies diagnosed by

CARS.

Reading Strategies Targeted by CARS & STARS

1. Finding word meaning in

context

7. Finding the main idea

2. Drawing conclusions and

making inferences

8. Recalling facts and ideas

3. Distinguishing fact from

opinion

9. Understanding sequence

4. Recognizing cause and effect 10. Identifying author’s

purpose

5. Comparing and contrasting 11. Interpreting figurative

language

6. Making predictions 12. Summarizing

CARS & STARS is based on established best practices in assessment

design and instructional methodology. Additionally, the program has

been proven effective by independent, third‐party research. A study

conducted by the Educational Research Institute of America verified

the efficacy of CARS & STARS with diverse populations and noted

particularly strong results with underperforming students. The full

report is included in the appendix.

CARS & STARS represent a highly effective resource for supporting

students in Alaska’s underperforming schools. Assessment results

from CARS allow teachers to easily differentiate STARS instruction to

bring students up to grade level. The series’ ease‐of‐use and robust

teacher resources promote smooth implementations in a wide

variety of settings and instructional formats. A wealth of English

language learner supports success with diverse student populations.

Type of proposal. Please use one of the following categories: 1. Professional development activity (i.e., one‐time training or workshop); 2. Product (i.e., curriculum guide, workbook series or other physical item); 3. Service (i.e., curriculum or instruction audit or coaching contract); 4. Hired professional (i.e., RTI or reading intervention specialist); 5. Other (specify).

2. Product (Grades K – 8)

Our offering includes:

CARS Student Books

STARS Student Books

CARS Teacher Guides

STARS Teacher Guides

3

Conditions the proposal is intended to

address. (Describe school improvement

issues or challenges that this service or

product is intended to address or

remediate.)

1. Need to identify diverse students’ strengths and weaknesses

Effectively targeting specific skill gaps requires rich data on students’

strengths and weaknesses. Alaska’s underperforming schools would

greatly benefit from research‐based assessments that inform data‐

driven instructional decisions.

2. Need to monitor student progress

In order to adjust intervention plans based on students’ instructional

performance, Alaska educators need a variety of tools to monitor

progress toward learning objectives.

3. Need for proven instruction that will be effective in Alaska’s

underperforming schools

To be effective in the targeted Alaska schools, instructional resources

must be proven successful at raising the achievement of struggling

students.

4. Need to assess student mastery

Evaluating the success of any instructional program requires proven

assessments that measure student mastery.

5. Need for supporting materials that enable smooth

implementations and effective program usage

Because quality materials alone do not always guarantee effective

implementations, instructional tools should be accompanied by

embedded professional development and supporting

documentation.

Intended outcomes of program. (How

will the program impact the conditions

mentioned above? Include intermediate

outcomes that lead to overall impact.

Where possible, note qualitative and

quantitative outcomes.)

1. Reliable assessment of student needs

The CARS pre‐test offers educators vital data on students’ strengths

and weaknesses. The research‐based assessment quickly identifies

which of the 12 standards‐based reading comprehension strategies

each student might be struggling to understand and apply. A wealth

of cross‐curricular content that covers a diverse range of genres

assesses skills that are targeted by STARS instruction.

2. Ability to monitor progress toward mastery

Benchmark assessments in CARS and Review Lessons in STARS

enable educators to track progress toward mastery of crucial reading

strategies. These exercises provide valuable data that support

differentiation of instruction throughout the academic year.

3. Delivery of proven instruction that drives mastery of critical

reading skills

STARS’ research‐based lessons provide students with explicit

instruction on the reading comprehension strategies assessed in

CARS. Because STARS is organized by strategy, teachers can easily

use the entire workbook or focus on the strategies with which

students are struggling most.

4

Each lesson’s five‐step, scaffolded approach helps underperforming

students become independent readers of complex text. In this

model, lessons move from modeled instruction to guided instruction,

modeled practice, guided practice, and independent practice.

Additionally, lessons continually reinforce understanding with

multiple definitions and examples of reading strategies.

4. Ability to determine student mastery and evaluate program

efficacy

The CARS post‐test offers educators a research‐based tool for

assessing student mastery and determining the effectiveness of CARS

& STARS in Alaska schools.

5. Ability to utilize assessment data and teach every lesson

effectively

CARS & STARS features robust embedded professional development

in the form of two Teacher Guides. The STARS Teacher Guide, in

particular, helps teachers deliver lessons successfully. Additionally,

the recommendations contained in these Teacher Guides will remain

relevant and help teachers drive sustainable growth beyond the

period of grant funding.

The CARS Teacher Guide includes:

Explicit suggestions for using CARS effectively in the

classroom

Summary of the research behind the CARS series

Skill review summaries focused on helping students

understand critical reading strategies

Teacher assessments that facilitate the differentiation of

instruction

Class performance charts for recording results

Completed answer forms for easy scoring of student pre‐

tests, benchmarks, and post‐tests

The STARS Teacher Guide features:

An overview of CARS & STARS, including pacing charts, a

research summary, and reproducible strategy bookmarks

Highly detailed lesson plans that guide teachers through

every STARS lesson, featuring a facsimile of each student

book page with correct answers and teacher tips. Each

lesson plan includes valuable content for supporting diverse

learners, such as ELL support suggestions, reteaching

activities, and opportunities to connect with literature.

Answer forms for students to record responses

Completed answer forms that allow teachers to quickly

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CARS & STARS also offer powerful tools for measuring the outcome

of STARS instruction:

The STARS Final Review is intended to assess students’

mastery of all 12 reading strategies upon completion of the

program’s strategy lessons.

The CARS Post‐Test offers rich data on student progress

after program completion. This test, which mirrors the CARS

pre‐test, provides valuable information on student mastery

and identifies any persistent skill gaps. Additionally, the

easy‐to‐use test enables educators to determine the direct

outcomes of using CARS & STARS to support Alaska

students.

Cost. (Provide cost on a unit basis, per‐

student basis, or per‐teacher basis, as

appropriate, to allow districts to

accurately calculate their actual potential

cost. Address any cost sharing

opportunities offered by the vendor or

agency.)

CARS & STARSmay be purchased in the configurations listed below.

However, we will work with Alaska schools and districts to determine

the most appropriate purchasing options for their unique needs. We

are also happy to explore discounts based on volume and multi‐year

purchases with Alaska districts.

CARS & STARS Purchase Options

STARS Student Book $9.95

CARS Student Book, 10‐Pack $39.90

STARS Teacher Guide $9.95

CARS Teacher Guide $5.95

CARS & STARS Book Collection:

25 STARS Student Books

25 CARS Student Books

1 CARS Teacher Guide

1 STARS Teacher Guide

$339.00

Although many of our customers find success with CARS & STARS

without the need for professional development, we are pleased to

offer Alaska schools the following online and onsite training options.

Given the accessibility challenges of many Alaska schools, we

envision webinar trainings to be most appropriate.

Professional Development Options

Custom live webinar, 1 hour $500

Custom onsite session, 3‐6 hours $1750

Requirements for implementation.

(Capacity, staff, technology, facilities,

financial resources, other conditions or

resources.)

CARS & STARS was designed with ease‐of‐use in mind and can be

effectively integrated into a wide variety of curricula and

instructional formats. For instance, the program can be implemented

for daily data‐driven whole‐class instruction or as a tool for

differentiating small‐group remediation. No technology is required

for the use of CARS & STARS.

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8

Once students have finished all 12 STARS

lessons, teachers have multiple options to

assess mastery. The pacing guide

recommends that the STARS Final Review

lessons be completed over the course of

four days, with between 30 and 60

minutes of review each day.

The program concludes with the CARS

post‐test. This final assessment, which

can be completed over a five‐day period

of 30‐45 minute sessions, evaluates

student mastery and program

effectiveness.

Please note that the suggested timeline above is meant to provide

guidance to teachers. To accommodate the needs of students

performing well below grade‐level, teachers often opt to spend

additional time covering particular STARS lessons.

Best practices for implementation.

(Processes or changes schools should

adopt to make best use of this proposal.)

Because CARS & STARS is so versatile, customers have successfully

employed the series in diverse instructional settings. No process

changes are necessarily required for Alaska students to benefit from

the program’s assessment and instruction. The Teacher Guides offer

best practices on using the series. To get started with CARS & STARS,

the following steps have proven effective:

1. Diagnose: Teachers administer the CARS pre‐test to

diagnose the needs of their students. Assessment results

point to specific STARS lessons that will help students move

up to grade level. The Teacher Guide offers valuable

guidance on test administration. Alternately, teachers can

use the online i‐Ready Diagnostic assessment (proposed in a

separate submission) to pinpoint areas of skill improvement

and to place students into specific STARS lessons.

2. Instruct: Different instructional options are available to

teachers, depending on the goals of their CARS & STARS

implementation.

Instruction with one or more Strategy Lessons:

Based on the results of the CARS diagnosis,

teachers assign students one or more strategy

lessons within STARS to remediate specific areas of

student need. Strategy lessons can generally be

completed in five 30‐45 minute sessions. This

format is a powerful approach to differentiating

instruction.

9

Instruction with all 12 Strategy Lessons:

Alternately, teachers have found success by

assigning an entire STARS student book in order to

build and reinforce basic knowledge of all 12

reading strategies. Pacing directions are included in

the CARS Teacher Guide.

3. Benchmark: Teachers use the five Benchmarks in the CARS

series and the Review Lessons in the STARS series to

monitor students’ progress.

4. Assess: The CARS post‐test and STARS Final Review are used

upon completion of instruction to assess student mastery.

The outline above has been shown to drive strong gains in reading

ability. Many of our customers also find it highly effective to use

STARS instruction in conjunction with i‐Ready Diagnostic, an adaptive

web‐based diagnostic assessment proposed separately. As soon as

students complete i‐Ready Diagnostic, assessment results indicate

specific lessons and page numbers within our print products—

including CARS & STARS—that will help close identified skill gaps.

Complimentary online training on the series is available on our

website at www.curriculumassociates.com/professional‐

development.

Evidence of success in similar

environments. (List past or current

examples or incidences of successful

implementations in Alaska. Provide

references where possible.)

Several Alaska school districts have purchased CARS & STARS over

the years. Most recently, our program was implemented by the

Fairbanks North Star Borough School District. Curriculum Associates

hopes to expand the presence of our proven reading program to

serve a greater number of Alaska school districts.

10

While we recognize that the challenges facing Alaska schools—

particularly those in very remote locations—are unique, we have a

long history of working with a wide range of schools to bring

students up to grade level. For instance, we have a large customer

base in remote parts of Hawaii, where students are finding success

with a variety of Curriculum Associates products. As an example,

Honowai Elementary School in Waipahu, HI is currently using our

reading series in conjunction with i‐Ready Diagnostic & Instruction.

Curriculum Associates has gained considerable experience meeting

the diverse needs of our customers since our founding in 1969.

Because CARS & STARS has no technical requirements and includes

rich teacher resources, we are confident that it can be easily

implemented in any setting. We are of course eager to provide

assistance to overcome any milestones that may arise. Kellie Steiner,

our local Alaska representative, will be available to provide support.

Though not specifically users of CARS & STARS, the following districts

in Alaska do use other Curriculum Associates products and can speak

to the quality of service and programs our company provides:

Juneau School District

o Contact: Patty Newman, Curriculum Director, 907‐523‐

1720, [email protected]

o Products: BRIGANCE®, QUICK Word, Phonics for Reading

Kenai School District

o Contact: Doris Cannon, Curriculum Director, 907‐714‐

8885, [email protected]

o Products: BRIGANCE®, QUICK Word

Kodiak Island School District

o Contact: Christy Lyle, Math Coordinator, 907‐481‐6256,

[email protected]

o Products: BRIGANCE®, QUICK Word, Phonics for Reading

Evidence of success in any environment.

(List successful implementations and/or

research findings or literature review

validating your approach.)

The assessment and instruction found in the CARS & STARS series is

grounded in widely accepted reading research. CARS’ organizational

design is based on research in the areas of reading comprehension,

metacognition, self‐assessment, and the effectiveness of classroom

assessment. In the case of STARS, scaffolded strategy‐based

instruction serves as the organizational framework, while

metacognitive strategies foster student self‐monitoring and self‐

assessment. The lessons are carefully planned and sequenced to

promote individual understanding and application of reading

strategies. STARS lessons employ the gradual release of responsibility

model, which is highly effective at helping struggling students

become independent, critical readers. A complete description of the

research behind CARS & STARS is included in the appendix.

11

The Educational Research Institute of America, an independent

research firm led by literacy and research expert Dr. Roger Farr,

conducted a scientific study during the 2010‐2011 school year to

assess the effectiveness of CARS & STARS. The study evaluated the

efficacy of two levels of the program, grades 3 and 7, over a period

of about 18 weeks. Students were assessed at the beginning and end

of the study with the Stanford Achievement Test, Tenth Edition (SAT‐

10), a valid and reliable assessment that has been trusted by the

education community for over 80 years.

386 students across eight different schools participated in the study.

The schools included relatively high percentages of minority students

and students enrolled in free and reduced‐price lunch programs. To

ensure the diversity of the sample, schools were located across

California, Florida, and New York. The study showed that students

using CARS & STARS showed significant improvement in foundational

reading skills. The CARS & STARS treatment group in grade 3 scored

40% higher on the post‐test than did the control group.

Additionally, struggling learners showed especially strong growth,

with scores that jumped 40‐79% in just 18 weeks. The chart below

gives an overview of the study’s findings. Please see the appendix for

the full research study.

We feel that our customers tell the CARS & STARS story best. Read

what educators are saying about the program:

“I love the STARS & CARS Series. They have become my

most preferred supplemental materials of choice from the

day I discovered them…Your resources have become a must

have for me and I am certain that others who value quality

materials must feel the same.”

12

“I love this program…There are so many benefits—

vocabulary building, interacting with text, critical thinking,

test‐taking strategies, metacognition. I have seen growth in

my students using it, and classroom teachers with whom my

students work have reported seeing improvements on

specific strategies as well. Thank you!”

“I purchased CARS & STARS for Tier 2 students in our

Extended Learning Program and teachers fell in love with it!

They said that they were delighted to see material that

could focus on one specific reading strategy at a time and

continually assess progress on the other strategies. Thanks!

You made my life much easier!"

“I have seen huge gains in student achievement with

students who are using the [CARS & STARS] curriculum.

These students understand the many components of

reading comprehension and are engaged in the growth

process.”

“[CARS & STARS] helps struggling students feel more

confident with their reading skills as it teaches the "how"

with each of the reading strategies.”

While our CARS & STARS customer base in Alaska is limited,

customers in similarly remote locations have experienced great

success with our reading series. One example is Honowai Elementary

School in Hawaii:

Address: 94‐600 Honowai Street, Waipahu, Hawaii 96797

Contact: Kent Matsumura, Administrator

Email: [email protected]

Phone: 808‐675‐0165

Ability to transfer to different

environments. (List and address

strengths and potential challenges of

transferring this concept to low

performing Alaska village schools. Explain

how the identified product, service, or

approach will meet or overcome

challenges of transferring to this setting.)

CARS & STARS’s efficacy at supporting underperforming students has

been verified by scientific research. CARS’ ability to pinpoint specific

skill gaps and STARS’ scaffolded lesson structure make this program

ideal for implementation in low performing Alaska village schools.

Additionally, the STARS Teacher Guide supports the remediation of

struggling students by offering tips for addressing common

misconceptions.

Because onsite training sessions often present challenges in remote

settings, the embedded professional development and ease‐of‐use

that characterize CARS & STARS support implementations in Alaska

village schools. The STARS Teacher Guide offers explicit step‐by‐step

guidance for implementing every lesson. Directions for supporting

struggling students, English Language Learners, and gifted students

are included as well.

13

Potential obstacles to implementation.

(Review obstacles, especially issues

encountered in previous

implementations, and describe planned

support or solutions to address these

challenges.

Previous implementations have underscored the CARS & STARS

series’ ease‐of‐use and adaptability. Because of the strong teacher

resources found in both products, customers typically experience

success with CARS & STARS without live product training. Should

Alaska schools request training, however, onsite sessions could

present a challenge. In order to meet the needs of educators in

remote locations, our expert professional development team could

organize a series of live webinars to provide guidance. Additionally,

Kellie Steiner, our Alaska educational sales consultant, will be

available to provide local support.

Our past experience working with customers in remote locations has

also made us aware of the additional time it may take for print

resources to reach Alaska educators, especially during the winter.

We are eager to work with Alaska schools and districts to ship

materials as early as possible.

omprehensivessessment of

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Table of Contents

For the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Pretest

Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Part 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Part 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Part 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Benchmark 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Benchmark 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Benchmark 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Benchmark 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Benchmark 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Post Test

Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Part 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Part 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Part 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Self-assessment 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Self-assessment 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

CARS K SB • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

3

For the Student

You will do some work in this reading book . You will do this work with your teacher .

When you work with your teacher, listen carefully to what your teacher says . Your teacher will tell you what to do .


4

Pretest: Part 1

Finding the Big Idea

1. Listen. Circle the big idea.

A B

Finding Details

2. Look. Circle.

A B

Putting Things in Order

3. Look. Circle.

A B C

Pretest


5

Understanding What Happens and Why

4. Look. Circle. What? Why?

A B

Making a Guess

5. Look. Circle.

A B

Figuring Things Out

6. Look. Circle.

A B

Pretest


14

Benchmark 1



A B

Finding Details

2. Look. Circle.

A B


3. Look. Circle.

A B C

Benchmark 1


15


4. Look. Circle. What? Why?

A B

Making a Guess

5. Look. Circle.

A B

Figuring Things Out

6. Look. Circle.

A B

Benchmark 1


24

Post Test: Part 1



A B

Finding Details

2. Look. Circle.

A B C


3. Look. Circle.

A B C

Post Test


25


4. Look. Listen. Circle. What? Why?

The wind was most likely

A too cold .B too strong . C too wet .

Making a Guess

5. Look. Circle.

A B

Figuring Things Out

6. Look. Circle.

A B

Post Test



trategies

CARS

eading

CARS® series

Teacher Guide K

Plus

Assessment

For the Teacher.......................................................................................................1

Research Summary..................................................................................................7

Scripted Text

Pretest...............................................................................................................9

Benchmarks.....................................................................................................14

Post.Test.........................................................................................................19

Reproducibles

Understanding.the.Strategies...........................................................................25

Teacher.Assessment.1......................................................................................28



Class.Performance.Chart..................................................................................31

Answer Keys

Pretest.............................................................................................................33

Benchmarks.....................................................................................................35

Post.Test.........................................................................................................37

AuthorRobert.Forest.Ed.D..is.a.developer.of.curriculum.materials..in.reading,.language.arts,.and.mathematics.

EditorDeborah.Adcock.is.an.editor.and.developer.of.curriculum.materials..in.reading,.language.arts,.and.mathematics.

ISBN.978-0-7609-6331-9©2010,.2009—Curriculum.Associates,.LLC

North.Billerica,.MA.01862Permission.is.granted.for.reproduction.of.the.reproducible.pages.

in.limited.quantity.for.classroom.use.All.Rights.Reserved..Printed.in.USA.

15.14.13.12.11.10.9.8.7.6.5.4 3.2

Table of ConTenTs

CARS K TG • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

1

What is Comprehensive Assessment of Reading Strategies (CARS® Series)?

The.CARS® Series is.a.diagnostic.reading.series.that.allows.you.to.identify.and.assess.a.student’s.level.of.mastery.for.each.of.6.reading.strategies.

This.ten-level.program.is.designed.for.students.in.grades.K.through.8..The.CARS® Series.helps.teachers.place.students.in.Strategies to Achieve Reading Success (STARS® Series).for.reading.instruction.and.remediation.

What is in the CARS® student book?

•. Pretest,.Benchmarks, Post Test. Book.K.has.a.Pretest,.five Benchmarks,.and.a.

Post.Test..Each.test.focuses.on.6 strategies.•. Self-assessment Forms. Students.complete,.with.teacher.guidance,.the.

Self-assessment.1.after.completing.the.Pretest.and.Self-assessment.2.after.completing.the.Post.Test.

In.CARS® Book K,.students.practice.the.following.6.reading.strategies:•. Finding.the.Big.Idea•. Finding.Details•. Putting.Things.in.Order•. Understanding.What.Happens.and.Why•. Making.a.Guess•. Figuring.Things.Out

What is in the CARS® teacher guide?

• Information for the Teacher . Suggestions.and.instructions.for.using.the.

CARS® Series.effectively.in.the.classroom.• Research Summary . A.summary.of.the.research.that.supports..

the.CARS® Series.is.included.in.the.teacher.guide..The.full.research.report.may.be..accessed.from.the.product.page.on.our.website,.CurriculumAssociates.com..

•. Scripted Text. Scripted.text.for.administering.each.test.(Pretest,.

Benchmarks,.Post.Test).is.provided.•. Understanding the Strategies. This.three-page.reproducible.can.be.used.with.

students.as.a.skill-review.summary..It.can.also.be.used.to.reinforce.the.strategies.practiced.in.the.student.book.

•. Teacher Assessments. Teachers.complete.the.assessments.after.the.

students.have.completed.the.Pretest.and.then.again.after.the.students.have.completed.the..Post.Test..

•.Class Performance Chart This.reproducible.is.for.recording.class.results.for.the.Pretest.and.Post.Test.

•. Completed Answer Keys. Teachers.use.the.Answer.Keys.to.easily.correct.

the.tests..

for The TeaCher


2

What is the difference between the Pretest, the Post Test, and the Benchmarks?

The.Pretest.and.the.Post.Test.are.designed.to.assess.mastery..In.CARS® Book K,.the.Pretest.and.Post.Test.focus.on.6.strategy-based.questions..Since.each.part.of.each.test.contains.only.one.strategy-specific.question,.it.is.important.to.administer.the.entire.Pretest.in.order.to.assess.a.student’s.overall.performance.and.the.entire.Post.Test.to.determine.a.student’s.overall.progress..Administering.the.Pretest.and.the.Post.Test,.and.compiling.the.results,.provides.reliable.information.about.each.strategy..

In.the.Benchmarks,.students.are.read.a.short.passage.and.are.then.asked.to.answer.the.6.strategy-based.questions..The.Benchmarks.allow.you.to.assess.how.students.are.applying.strategies.over.time..The.Benchmarks.are.meant.to.be.used.as.individual.progress-monitoring.tools.to.monitor.progress.in.applying.multiple.reading.strategies.

When should I use the CARS® Series in the classroom?

Students.complete.the.tests.in.the.CARS® Series.in.the.following.manner:.•. Pretest: To.get.accurate.results,.administer.all.

five.parts.of.the.Pretest.within.a.five-day.period.at.the.beginning.of.the.school.year.

•. Benchmarks: The.five.Benchmarks.are.progress-monitoring.tools.and.may.be.completed.at.any.time.after.the.Pretest.and.before.the.Post.Test..Space.out.the.administration.of.the.Benchmarks.to.best.meet.your.classroom.needs.

•. Post Test:.To.get.accurate.results,.administer.all.five.parts.of.the.Post.Test.within.a.five-day.period.

How do I use the CARS® Series with the STARS® Series?

Because.the.CARS® Series is.a.diagnostic.tool,.you.can.determine.areas.where.an.individual.student.needs.improvement..•. Pretest:.Use.the.results.of.the.Pretest.to.identify.

areas.of.strength.and.weakness.and.to.place.students.in.the.STARS® Series,.the.instructional.companion.of.the.CARS® Series.

•. Benchmarks:.Use.the.Benchmarks.to.evaluate.students’.needs.and.monitor.progress.in.applying.multiple.reading.strategies.to.a.passage.

•. Post Test:.Use.the.Post.Test.to.assess.mastery.of.the.strategies.taught.in.the.STARS® Series..

How much time is required to complete the CARS® Series?•. Each.part.of.the.Pretest.and.each.part.of.the..

Post.Test.requires.30–45.minutes.for.completion,.correction,.and.discussion..

•. Self-assessments.1.and.2.each.require.about.20 minutes.for.completion..Students.should.complete.self-assessments.no.more.than.one..or.two.days.after.completion.of.the.Pretest.and.the.Post.Test..

•. Each.of.the.five.Benchmarks.requires.30–45 minutes.for.completion,.correction,..and.discussion.

You.can.adjust.these.suggested.times.as.needed.to.accommodate.your.daily.schedule.of.instruction..

Where do students record their answers?In.Book.K,.students.record.their.answers.directly.in.the.student.book..

What is the correction procedure?

For.the.best.results,.correct.each.test.orally.with.students.immediately.following.its.completion..Explain.concepts.that.students.may.not.fully.understand..Discuss.why.correct.answer.choices..are.correct.and.why.the.remaining.choices.are.not.correct..If.possible,.elicit.from.students.their.reasoning.for.choosing.an.incorrect.answer..Incorrect.answer.choices.often.include.a.variety..of.misunderstandings.about.the.question..Discussing.why.choices.are.correct.and.incorrect.will.help.students.review.and.clarify.how.they.approached.a.particular.strategy.


3

What forms of student assessment are featured in the CARS® Series and how do I use them?

In.addition.to.the.Pretest,.Benchmarks,.and..Post.Test,.the.CARS® Series.contains.two.student.self-assessments.

Student Assessments

Students.become.more.successful.in.reading.when.they.assess.their.own.performance.against.known.standards..Student.self-assessment.also.helps.teachers.gain.insight.into.a.student’s.measure.of.performance..For.Book.K,.the.teacher.will.need.to.assist.the.students.with.the.assessments..Difficulties.that.a.student.experiences.are.often.revealed.through.self-assessment..Self-assessment.focuses.students.on.the.process.of.performance.rather.than.the.end result..

For.example,.in.the CARS® self-assessments,.students.see.how.well.they.recognize.and.apply.reading.strategies,.rather.than.focus.on.how.many.responses.are.correct.or.incorrect..Therefore,.the.self-assessments.become.a.valuable.tool.for.both.student.and.teacher.

There.are.two.self-assessments.in.the.student.book..Student.self-assessments.are.completed.after.the.Pretest.and.Post.Test..

Self-aSSeSSment 1(page 35 of student book)

After.completing.the.Pretest,.students,.with.teacher.guidance,.complete.their.first.self-assessment..They.answer.questions.that.require.thoughtful.responses..The.questions.are.designed.to.help.students•. assess.their.performance.•. determine.whether.or.not.they.are..

experiencing.difficulty.

SAY: Open your book to page 35. (Pause to make sure all students are on page 35.) Put your finger on the number 1. The directions say: Listen. Circle. Listen carefully as I read aloud a question:

You did the Pretest. How well do you think you did?

Notice that the answers have both pictures and words. Circle the letter of the answer that best tells how you think you did in the Pretest. A is good. B is did OK. C is could be better.

Pause as the students respond.

SAY: Put your finger on the number 2. The directions say: Listen. Circle. Listen carefully as I read aloud a question:

How easy or hard was the Pretest for you?

Circle the letter of the answer that best tells how easy or hard the Pretest was for you. A is easy. B is a little hard. C is very hard.



Did you do the best job you could do on the Pretest?

Circle the letter of the answer that best tells whether you did the best job you could do on the Pretest. A is yes. B is did OK. C is could be better.


Discuss.student.responses.to.Self-assessment.1.before.allowing.students.to.proceed.to.the.remaining.tests.in.the.book..Arrange.one-on-one.conferencing.after.students,.with.teacher.guidance,.have.completed.their.assessment..Help.students.identify.their.strengths.and.weaknesses,.and.provide.instruction.for.clarifying.a.specific.strategy,.if.needed.

Self-aSSeSSment 2(page 37 of student book)

After.completing.the.Post.Test,.students.complete.their.second.self-assessment.with.teacher.guidance..Before.students.begin,.have.them.review.the.responses.to.Self-assessment.1..This.will.help.them.focus.on.their.performance.for.the.Pretest.and.will.remind.them.of.the.performance.goals.they.set.

Self-assessment.2.contains.questions.that.require..thoughtful.responses..The.questions.are.designed.to.help.students•. assess.their.performance.•. determine.whether.or.not.they.are..

experiencing.difficulty.

SAY: Open your book to page 37. (Pause to make sure all students are on page 37.) Put your finger on the number 1. The directions say: Listen. Circle. Listen carefully as I read aloud a question:

You did the Post Test. How well do you think you did?


4

Notice that the answers have both pictures and words. Circle the letter of the answer that best tells how you think you did in the Post Test. A is good. B is did OK. C is could be better.



How easy or hard was the Post Test for you?

Circle the letter of the answer that best tells how easy or hard the Post Test was for you. A is easy. B is a little hard. C is very hard.



Did you do the best job you could do on the Post Test?

Circle the letter of the answer that best tells whether you did the best job you could do on the Post Test. A is yes. B is did OK. C is could be better.


What forms of teacher assessment are featured in the CARS® Series and how do I use them?

Teacher Assessments

There.are.three.teacher.assessments..These.three.assessments.are.completed.for.each.student.after.they.have.completed.the.Pretest.and.Post.Test..

Teacher.Assessments.help.facilitate.individualized.instruction.in.the.classroom..For.example,.by.using.the.results.of.student.assessments.and.your.teacher.assessments,.reading.groups.are.easily.established.for.instruction.with.the STARS® Series..You.will.be.able.to.determine.how.to.organize.students.groups.based.on.reading.level.and.mastery.over.specific.reading.strategies.

The.purposes.of.the.teacher.assessments.are.to.•. identify.an.individual.student’s.areas.of.strength.

and.weakness.when.applying.a.reading.strategy.•. determine.in.which.specific.areas,.if.any,.

remediation.is.needed.

teacher aSSeSSment 1 (reproducible on page 28 of teacher guide)

This.assessment.is.completed.using.the.student’s.answers.to.questions..This.assessment.reveals.a.student’s.performance.for.each.of.the.reading.strategies..


This.assessment.is.completed.using.Teacher.Assessment.1..Using.the.data.from.Teacher.Assessment.1,.you.create.a.bar.graph.that.provides.a.visual.comparison.of.a.student’s.level.of.mastery.for.each.of.the.reading.strategies..


This.assessment.is.completed.using.Teacher.Assessments.1.and.2..Using.the.data.from.these.assessments,.you.are.able.to.provide.a.review.of..a.student’s.overall.strengths.and.weaknesses,.as.well.as.provide.an.analysis.of.those.areas.that.need.improvement..This.analysis.allows.you.to.document.what.action.will.taken—remediation.or.further.instruction—to.help.the.student.achieve.mastery.as.well.as.document.the.student’s.progress.after.those.steps.have.been.taken.


5

What should I do with the completed student self-assessments and teacher assessments?

The.completed.student’s.self-assessments.and.the.teacher.assessments.may.be.placed.in.the.student’s.portfolio.for.review.by.reading.specialists,.administrators,.or.another.teacher..As.a.student.works.through.the.CARS® Series,.the.portfolio.allows.teachers.and.parents.to.see.the.student’s.growth.and.performance.over.time.

How do I record results for the entire class on the Class Performance Chart?

After.students.have.completed.the.Pretest.and..Post.Test,.record.the.number.of.correct.responses..to.the.strategy-based.questions.for.your.entire.class.on.the.reproducible.Class.Performance.Chart,.on..page.31.of.the.teacher.guide..Check.off.the.appropriate.box.to.indicate.if.the.chart.represents.data.collected.from.the.Pretest.or.Post.Test..

For.each.student,.record.the.number.of.correct.responses.(out.of.5).for.each.strategy..Then.total.the.responses.to.determine.the.overall.number.of.correct.responses.(out.of.30).for.each.student..Using.the.Class.Performance.Chart.in.this.way.provides.an.opportunity.to.evaluate.classroom.progress.over.time..

What should I do if students are having difficulty understanding specific strategy questions?

You.may.want.to.pause.and.focus.on.the.question.types.and.strategies.before.students.move.on.to.the.next.lesson..Understanding.the.Strategies,.on.pages 25–27,.is.a.useful.reproducible.tool.for.instructing.students.on.how.to.answer.a.strategy-based.question..Read.and.discuss.this.text.aloud.with.students.

What is the Curriculum Associates CARS®/STARS®/Extensions in Reading® Collection?

Step 1. Diagnose and Benchmark

The.CARS® Series allows.you.to.identify.and.assess.a.student’s.level.of.mastery.for.each.of.6 reading.strategies..

Step 2..Instruction.

The.STARS® Series.provides.scaffolded.instruction—modeled.and.guided.instruction,.modeled.and.guided.practice,.and.independent.practice—that.supports.student.success.with.the.strategies.assessed.in.the.CARS® Series..

Step 3..Ensure Mastery for On-Level Students

The.Extensions in Reading® Series.reinforces.and.extends.concepts.developed.in.STARS® Books A–H,.with.more.sophisticated.elements:.graphic.organizers,.longer.passages,.paired.selections,.and.models..

Where can I learn more about the Curriculum Associates Classroom Reading System?

Visit.www.CurriculumAssociates.com/readingsystem.for.CA101.online.product.training..CA101.gives.you.all.the.information.you.need.to.use.this.product.most.effectively.


7

The.following.is.a.summary.of.the.research.upon.which Comprehensive Assessment of Reading Strategies.is.based..The.full.research.report.for.this.title.may.be.accessed.from.the.product.page.on.our.website,.CurriculumAssociates.com.

INTRODUCTION TO THE SERIESComprehensive Assessment of Reading Strategies (CARS® Series).is.the.diagnostic.portion.of.a.reading.program.that.spans.from.diagnosis.to.assessment..This.diagnostic.tool.identifies.reading.strategies.that.are.understood,.as.well.as.those.that.need.further.study.and.reinforcement..The.organizational.design.of.the.CARS®.Series.is.grounded.in.several.areas.of.research:.reading.comprehension,.metacognition.and.self-assessment,.and.effectiveness.of.classroom.assessment..

The CARS® Series, Book K and Book AA, Concentrates on Six Reading StrategiesThe.CARS® Series.provides.practice.with.six.reading.strategies.that.are.the.core.reading.tools.students.need.in.order.to.make.sense.of.what.they.are.reading..“......[M]any.students.have.demonstrated.difficulties.with.skills.that.are.central.to.reading.comprehension.(i.e.,.identifying.main.topics,.significant.supporting.information,.and.relations.between.a.text’s.main.topics)”.(Seidenberg,.1989).

The.reading.skills.of.Finding.the.Big.Idea,.Finding.Details,.Putting.Things.in.Order,.Understanding.What.Happens.and.Why,.Making.a.Guess,.and.Figuring.Things.Out.may.be.difficult.for.some.students.to.master.because.the.thinking.processes.involved.in.applying.the.strategies.are.abstract.in.nature..These.reading.skills.represent.the.unseen.text.structure.of.a.reading.activity..Books.K.and.AA.probe.six.reading.strategies..These.reading.strategies.are.essential.because.of.the.difficulty.students.experience.with.different.styles.of.language..With..the.CARS® Series,.teachers.gain.a.clear.road.map.of.reading.instruction.for.each.student..

Metacognition and Self-assessmentMetacognitive.training.in.reading.is.a.very.effective.instructional.technique..“Good.readers.often.will.reflect.on.what.they.have.just.read,.perhaps.evaluating.the.credibility.of.the.material........Monitoring.also.occurs.at.the.conclusion.of.a.reading..Thus,.good.readers.can.be.aware.of.whether.their.understanding.of.the.text.is.consistent.with.all.the.ideas.expressed.in.it”.(Pressley,.2002,.p..297)..The.CARS® Series employs.metacognitive.questioning.in.the.form.of.student.self-assessment.activities..The.self-questioning.in.each.student.assessment.brings.to.the.forefront.the.student’s.knowledge.about.a.concept.or.strategy..They.are.sorting,.organizing,.and.consolidating.their.thoughts.about.their.reading.performance.through.self-evaluation.and.monitoring..

Effectiveness of Classroom AssessmentThe.CARS® Series is.a.diagnostic.tool.that.helps.teachers.focus.their.reading.instruction.and.helps.students.recognize.the.reading.strategies.that.need.improvement..Trimble,.Gay,.and.Mathews.(2005).summarize.current.findings.about.the.benefits.of.using.diagnostic.assessments.to.guide.instruction..“Black.and.William.(1998).and.Guskey.(2003).have.documented.the.use.of.classroom.assessments.to.improve.instruction..Both.Turning Points.2000.(Jackson.&.Davis,.2000).and.the.Southern.Regional.Education.Board.(2008).recommend.using.data.from.ongoing.assessments.and.access..to.more.data.is.now.well.defined”.(p..26)..

The.CARS® Series.offers.teachers.a.flexible.schedule.in.which.to.administer.the.assessments.and.record.students’.performances..“In.a.standards-based.classroom,.assessment.is.an.integral.part.of.instruction.and.is.aligned.with.the.curriculum..The.teacher.collects.evidence.of.the.students’.knowledge,.their.ability.to.use.that.knowledge,.and.their.disposition.toward.learning..Student.performance.is.monitored.to.promote.learning,.to.adjust.instruction,.and.to.report.progress”.(Midgett,.2008).

researCh summary


8

CONCLUSION

The.CARS® Series is.an.effective.tool.that.provides.teachers.with.immediate.feedback.on.students’.reading.strengths.and.weaknesses..Armed.with.this.information,.teachers.are.then.able.to.focus.their.instructional.goals.to.gain.maximum.student.learning..Students.are.engaged.with.their.learning.progress.through.metacognitive.self-assessments..Students.are.motivated.to.think.about.their.reading.performance.and.the.acquisition.of.reading.strategies..Teachers.can.be.assured.of.student.engagement.because.the.CARS® Series.delivers.immediate.feedback.on.individual.student.performances.and.enables.students.to.take.an.active.role.in.monitoring.their.learning..

REFERENCES

Black,.P.,.&.William,.D..(1998)..Inside.the.black.box:.Raising.standards.through.classroom.assessment..Phi Delta Kappan,.80,.139–148.

Guskey,.T..R..(2003)..How.classroom.assessment.improves.learning..Educational Leadership,.60(5),.6–11.

Jackson,.A..W.,.&.Davis,.G..A..(2000)..Turning points 2000..New.York.&.Westerville,.OH:.TeachersCollege.Press.&.National.Middle.School.Association.

Midgett,.C..A.snapshot.of.assessment.in.a.standards-based.classroom..Retrieved.April.2001,.from.http://www.enc.org/topics/assessment/align/document.shtm?input=FOC-001935-index.

Pressley,.M..(2002)..Metacognition.and.self-regulated.comprehension..In.A..E..Farstrup.&.S..J..Samuels.(Eds.),.What research has to say about reading instruction..(pp..294–309)..Newark,.DE:.International.Reading.Association..

Seidenberg,.P..L..(1989)..Relating.text-processing.research.to.reading.and.writing.instruction.for.learning.disabled.students..Learning Disabilities Focus,.5(1),.4–12.

Southern.Regional.Education.Board..(2001)..Making middle grades work..Retrieved.May.26,2001,.from.http://www.sreb.org/main/Publications/catalog/srebcatalog.asp

Trimble,.S.,.Gay,.A.,.&.Mathews,.J..(2005)...Using.test.score.data.to.focus.instruction...Middle School Journal, 36(4),.26–32.


9

sCripTed TexT—preTesT

Pretest: Part 1 (Student Book pages 4 and 5)

SAY: Open your book to page 4. (Pause to make sure all students are on page 4.) The first question is about finding the main or big idea. Put your finger on the number 1. The directions say: Listen. Circle the big idea. Look carefully at picture A and picture B. Listen carefully as I read aloud the following story:

The wicked queen was dressed like an old woman. She carried a basket of wonderful-looking apples into the house. She begged the young maiden to bite into a big, red apple.

Circle the letter of the picture that shows what the story is mostly about.


SAY: The second question is about finding details. Put your finger on the number 2. The directions say: Look. Circle. Look carefully at picture A and picture B. Circle the letter of the picture that shows one more detail than the other picture.


SAY: The third question is about putting things in order. Put your finger on the number 3. The directions say: Look. Circle. Look carefully at the three pictures across the page. Circle the letter of the picture that shows something that happens last.

Pause as the students respond. Then discuss and correct responses 1–3. For number 1, the answer is B (a wicked queen). For number 2, the answer is A (the milk carton). For number 3, the answer is A (flowers in vase, losing their petals).

SAY: Turn to page 5. The fourth question is about understanding what happens and why. Put your finger on the number 4. The directions say: Look. Circle. Look carefully at the picture in the square. Then look at the two pictures across the page. Circle the letter of the picture that shows why the girl was bitten by the crab.


SAY: The fifth question is about making a guess. Put your finger on the number 5. The directions say: Look. Circle. Look carefully at the picture in the square. Then look at the two pictures across the page. Circle the letter of the picture that shows what most likely happened next.


SAY: The sixth question is about figuring things out. Put your finger on the number 6. The directions say: Look. Circle. Look carefully at picture A and picture B. Circle the letter of the picture that shows the boy paying for the groceries.

Pause as the students respond. Then discuss and correct responses 4–6. For number 4, the answer is B (girl trying to catch a crab). For number 5, the answer is A (crows flying away). For number 6, the answer is A (boy paying clerk). When the discussion is completed, ask the students to close their book.


14

Benchmark 1 (Student Book pages 14 and 15)


Tiger scurried toward the nearest tree. He had to get away from the danger that lurked around the corner. The neighbor’s dog was chasing him and barking loudly. Tiger raced up the tree and out of reach of the angry dog.



SAY: The second question is about finding details. Put your finger on the number 2. The directions say: Look. Circle. Look carefully at picture A and picture B. Circle the letter of the picture that shows a detail that doesn’t appear in the other picture.


SAY: The third question is about putting things in order. Put your finger on the number 3. The directions say: Look. Circle. Look carefully at the three pictures across the page. Circle the letter of the picture that shows what happened last.

Pause as the students respond. Then discuss and correct responses 1–3. For number 1, the answer is B (cat climbing a tree). For number 2, the answer is A (the fifth duckling). For number 3, the answer is B (woman mashing potatoes).

SAY: Turn to page 15. The fourth question is about understanding what happens and why. Put your finger on the number 4. The directions say: Look. Circle. Look carefully at the large picture. Then look at the two smaller pictures across the page. Circle the letter of the picture that shows why the girl is wearing flippers and a diving suit.


SAY: The fifth question is about making a guess. Put your finger on the number 5. The directions say: Look. Circle. Look carefully at the large picture. Then look at the two smaller pictures across the page. Circle the letter of the picture that shows what most likely happened next.


SAY: The sixth question is about figuring things out. Put your finger on the number 6. The directions say: Look. Circle. Look carefully at picture A and picture B. Circle the letter of the picture that shows many bees flying calmly near the beehive.

Pause as the students respond. Then discuss and correct responses 4–6. For number 4, the answer is B (girl swimming underwater). For number 5, the answer is A (waves washing over the sandcastles). For number 6, the answer is A (bees flying near beehive). When the discussion is completed, ask the students to close their book.

sCripTed TexT—benChmarks


19

Post Test: Part 1 (Student Book pages 24 and 25)


Andy is a circus seal. Children are his greatest fans. Andy can move very fast. He also claps his flippers loudly and can jump through a hoop held by his trainer. He makes everyone laugh.



SAY: The second question is about finding details. Put your finger on the number 2. The directions say: Look. Circle. Look carefully at the three pictures across the page. One of the pictures has a detail that does not appear in picture 1A above. Circle the letter of the picture with a detail that does not appear in picture 1A.


SAY: The third question is about putting things in order. Put your finger on the number 3. The directions say: Look. Circle. Look carefully at the three pictures across the page. Circle the letter of the picture that shows the completed shape.

Pause as the students respond. Then discuss and correct responses 1–3. For number 1, the answer is B (seal and hoop). For number 2, the answer is C (a hoop). For number 3, the answer is B (a square).

SAY: Turn to page 25. The fourth question is about understanding what happens and why. Put your finger on the number 4. The directions say: Look. Listen. Circle. Look carefully at the picture in the square. Then listen as I read aloud the question and answer choices next to the picture:

The wind was most likelyA too cold.B too strong.C too wet.

Circle the letter of the correct answer.


SAY: The fifth question is about making a guess. Put your finger on the number 5. The directions say: Look. Circle. Look carefully at the picture in the square. Then look at the two pictures across the page. Circle the letter of the picture that shows why the mother turtle walked onto the shore.

(Some students may not know that turtles lay eggs. Discuss.)


SAY: The sixth question is about figuring things out. Put your finger on the number 6. The directions say: Look. Circle. Look carefully at the picture in the square. Then look at the two pictures across the page. Circle the letter of the picture that shows the worker caring for the lawn.

Pause as the students respond. Then discuss and correct responses 4–6. For number 4, the answer is B (too strong). For number 5, the answer is A (turtle eggs). For number 6, the answer is B (man and mower). When the discussion is completed, ask the students to close their book.

sCripTed TexT—posT TesT


STARS

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Lesson 1 Finding the Big Idea . . . . . . . . . . . . . . . . . . . . . . . 4

Lesson 2 Finding Details . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Lessons 1 – 2 REVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Lesson 3 Putting Things in Order . . . . . . . . . . . . . . . . . . . 26

Lesson 4 Understanding What Happens and Why . . . . 36

Lessons 3 – 4 REVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Lesson 5 Making a Guess . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Lesson 6 Figuring Things Out . . . . . . . . . . . . . . . . . . . . . . 58

Lessons 5– 6 REVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Lessons 1 – 6 FINAL REVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . 70

TABLE OF CONTENTS

STARS K SB • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

Lesson

1 Finding the Big Idea

PART ONE: Pictures and Stories

Finding the Big Idea4

1. Listen.Circlethebigidea.

2. Listen.Circlethebigidea.

A B

A B


14 Finding Details

Lesson

2 Finding Details

PART ONE: What Is Missing?

1.

2.

3.

Students draw a collar.

Students draw logs.

Students draw eyeglasses.


24

REVIEWLESSONS

1-2

Lessons 1–2 REVIEW

FindingtheBigIdea1.

2.

3.

A homesB foodsC colors

A peopleB plantsC animals

A firefightersB farmersC children


70

FINAL REVIEWLESSONS

1-6 PART ONE

Lessons 1–6 FINAL REVIEW

FindingtheBigIdea1. Listen.Circlethebigidea.

A B

A BFindingDetails2. Look.Circle.

PuttingThingsinOrder3. Look.Circle.

A B


STARS® series

Teacher Guide KSTARS

trategiesochieve

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Instruction

OverviewUSING THE CARS® AND STARS® SERIES........................................................... .4

THE CURRICULUM ASSOCIATES CLASSROOM READING SYSTEM............. .10

FEATURES OF A STARS® LESSON......................................................................... .12

RESEARCH SUMMARY...................................................................................... .17

STRATEGY BOOKMARKS (Reproducibles) .......................................................... .21

Lesson PlansLesson 1. FINDING THE BIG IDEA.......................................................... .24

Lesson 2. FINDING DETAILS..................................................................... .34

Lessons 1–2. REVIEW..................................................................................... .44

Lesson 3. PUTTING THINGS IN ORDER.................................................. .46

Lesson 4. UNDERSTANDING WHAT HAPPENS AND WHY........................... .56

Lessons 3–4. REVIEW..................................................................................... .66

Lesson 5. MAKING A GUESS..................................................................... .68

Lesson 6. FIGURING THINGS OUT.......................................................... .78

Lessons 5–6. REVIEW..................................................................................... .88

Lessons 1–6. FINAL REVIEW......................................................................... .90

Table of Contents

STARS K TG • Curriculum Associates LLC • www.CurriculumAssociates.com • 800-225-0248

4 Using the CARS® and STARS® Series

Using the CARS® and STARS® Series

What are the CARS® and STARS® Series?The.CARS®.and.STARS® Series.are.a.comprehensive.resource.that.allows.you.to.identify.and.teach.essential.reading.comprehension.strategies..As.the.diagram.above.indicates,.the.CARS® Series.is.the.assessment.component,.and.the.STARS® Series.is.the.instruction.component.

CARS® Series. The.CARS® Series.is.a.diagnostic.reading.series

that.allows.you.to.identify.and.assess.a.student’s.level.of.mastery.for.each.of.6.reading.strategies..It.contains.a.Pretest,.Benchmarks,.and.a.Post.Test..This.ten-level.series.is.designed.for.students.in.grades.K.through.8..The.CARS®.Series.helps.teachers.place.students.in.the.companion.STARS®

Series.for.reading.instruction.and.remediation.

STARS® Series. The.STARS®.Series.is.a.prescriptive.reading.series.

that.provides.essential.instruction.in.the.same.6 reading.strategies.as.the.diagnostic.CARS®.Series..This.ten-level.series.is.also.designed.for.students.in.grades.K.through.8..The.STARS®.Series.provides.precise.instruction.in.and.practice.with.the.strategies.students.need.to.master.in.order.to.achieve..reading.success.

Book.K.in.both.the CARS® and.STARS® Series.features.the.following.6.reading.strategies:•. Finding.the.Big.Idea•. Finding.Details•. Putting.Things.in.Order•. Understanding.What.Happens.and.Why•. Making.a.Guess•. Figuring.Things.Out

CARS ® SeriesDiagnose needs of the class by administering the Pretest

Benchmark during instruction to monitor progress

Assess mastery by administering the Post Test

STARS ® SeriesInstruct the class in 1 to 6 strategies, based on students’ needs (differentiate instruction using Books K–H)


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5Using the CARS® and STARS® Series

How do I get started with the CARS® and STARS® Series?As.shown.in.the.diagram.on.page.4,.the.CARS®.Series.is.used.to.diagnose.the.needs.of.the.class,.monitor.students’.progress,.and.assess.students’.mastery.of..the.strategies..The.STARS® Series.is.used.to.instruct.the.class.in.targeted.reading.strategies,.based.on.the.diagnosis.from.the.CARS®.Series..

To.get.started,.use.the.following.steps:

1. Diagnose. Administer.the.Pretest.in.the.CARS® Series

to.diagnose.the.needs.of.the.students.in.your.class...(See.the.CARS®.teacher.guide.for.additional.information.)

2. Instruct

With One or More Strategy LessonsBased.on.the.results.of.the.CARS®.diagnosis,.assign.students.one.or.more.strategy.lessons.in..the.STARS® Series.to.remediate.specific.areas.that.need.improvement.and.reinforcement...Each.strategy.lesson.can.be.completed.in.five.30–45.minute.sessions..

With All 6 Strategy LessonsOr,.have.students.complete.an.entire.STARS®.student.book.in.order.to.build.and.reinforce.their.basic.knowledge.of.all.6.reading.strategies..(See.the.Suggested.Pacing.Chart.on.page.9.for.assigning.all.6.strategies.in.the.CARS®.and.STARS® Series.)

For.information.about.differentiating.instruction,..see.pages.7.and.10–11.

3. Benchmark. Use.the.five.Benchmarks.in.the.CARS®.Series

and.the.Review.Lessons.in.the.STARS®.Series.(see.page 7).to.monitor.students’.progress.

4. AssessUse.the.Post.Test.in.the.CARS®.Series and.the.Final.Review.in.the.STARS®.Series (see.page.7).to.assess.mastery.of.the.strategies.taught.in.the.STARS®.Series..

Why do the CARS® and STARS® Series concentrate on 6 reading strategies?The.reading.strategies.in.these.series.were.based.on.reviews.of.the.following:.•. State.standards.and.tests.across.the.nation•. Current.research.on.reading.comprehension•. Gaps.in.basal.or.core.reading.programs

The.strategies.in.both.series cover.a.range.of.areas.that.lead.to.success.in.reading.comprehension:.•. Literal.comprehension•. Inferential.comprehension•. Vocabulary.and.concept.development•. Metacognitive.strategies

Practice.in.these.reading.strategies.will.lead.to.success..on.state.tests.as.well.as.improve.students’.overall.reading.comprehension..

How do researchers define the relationship between skills and strategies?According.to.Regie.Routman.(2000),.strategies.are.the.thinking,.problem-solving.processes.that.the.learner.deliberately.initiates,.incorporates,.and.applies.to.construct.meaning..At.this.point,.the.reading.strategies.become.instinctively.incorporated.into.one’s.reading.

According.to.Afflerbach.et.al..(2008),.when.a.reading.strategy.becomes.effortless.and.automatic,.the.strategy.has.become.a.skill..Reading.skills.operate.without.the.reader’s.deliberate.control.or.conscious.awareness.



What is in the STARS® student book?

Strategy LessonsEach.student.book.contains.6.strategy.lessons,..one.lesson.for.each.reading.strategy..Each.ten-page.lesson.provides.instruction.and.practice.in.the..targeted.reading.strategy..Students.look.at.pictures.and.answer.strategy-based.selected-response.questions..

The.strategy.lessons.are.scaffolded,.providing.a.gradual.release.of.support..Each.lesson.moves.from.modeled.instruction.to.guided.instruction..to.modeled.practice.to.guided.practice.to.independent.practice..(See.Features.of.a.STARS®.Lesson.on.pages 12–16.for.more.information..about.the.strategy.lessons.)

Review LessonsA.two-page.review.lesson.follows.every.two..strategy.lessons..Students.answer.6.questions.that..focus.on.the.target.reading.strategies.in.the.two.previous.lessons.

Final ReviewAn.eight-page.final.review.gives.practice.in.the.6 reading.strategies..Students.answer.24.selected-response.questions.that.focus.on.all.the.reading.strategies.in.the.book..

What is in the STARS® teacher guide?

Overview Information.about.using.the.CARS®.and.

STARS®.Series.and.the.Curriculum.Associates.Classroom.Reading.System,.including:•.Suggested.Pacing.Chart•.Features.of.a.STARS®.Lesson•.Research.Summary•.Reproducible.Strategy.Bookmarks

Lesson Plans Ten-page.guides.for.each.STARS® student-book.

lesson,.including.a.facsimile.of.each.student-book.page.with.correct.answers.and.these.special.features:

•.Introductory.Activity•.Understanding.the.Strategy•.Connecting.with.Literature


7Using the CARS® and STARS® Series

How can I provide differentiated instruction using the STARS® Series?There.are.two.easy.ways.to.provide.differentiated.instruction.in.the.classroom.using.the.STARS® Series.

By Reading Strategy . Use.the.results.from.the.Pretest.in.the.CARS® Series.

to.diagnose.the.individual.needs.of.the.students.in.your.classroom..

. Then.use.STARS® Book K.to.provide.targeted.instruction.in.one.specific.strategy.or.in.several.strategies.to.remediate.areas.that.need.improvement.and/or.reinforcement..

. Or,.you.may.wish.to.provide.instruction.using..the.entire.STARS® Book K.to.build.students’.basic.knowledge.of.all.the.reading.strategies.

By Reading Level . Students.in.the.same.classroom.are.likely.to.be.

reading.at.different.skill.levels.(below.grade.level,..at.grade.level,.or.above.grade.level)..You.can.use.the.leveled.books.in.the.STARS® Series.(Books.K–H).to.meet.this.need..

To.enable.this.type.of.differentiated.instruction,.the.sequence.of.the.strategies.and.the.page.numbers.across.the.books.in.the.STARS® Series.are.the.same.from.lesson.to.lesson.(with.some.exceptions.in.Books.K–C)..So.all.students.in.the.classroom.receive.the.same.reading-strategy.instruction.but.work.with.appropriately.leveled.reading.passages..

How can I assess students’ progress in the STARS® Series?After.students.have.been.placed.into.the..STARS® Series,.based.on.the.diagnosis.from.the.CARS®.Pretest,.several.methods.may.be.used.to.assess.students’.progress.in.the.STARS® Series.

You.may.use.classroom.observation.to.monitor.and.informally.assess.students’.mastery.of.the.strategies.taught.in.each.STARS®.lesson..

You.may.also.use.the.following.to.formally.assess.students’.mastery.of.the.strategies:

STARS®.Review Lessons. A.review.lesson.follows.every.two.strategy.lessons..

Each.review.lesson.may.be.used.to.assess.students’.mastery.of.one.or.both.of.the.strategies.covered.in.the.review.

STARS®.Final Review. The.final.review.may.be.used.upon.completion.of.

the.strategy.lessons.to.assess.students’.mastery.of.all.6.reading.strategies..

CARS®.Benchmarks. These.five.tests.may.be.used.throughout.instruction.

in.the.STARS®.student.book.(after.the.CARS®.Pretest.and.before.the.CARS®.Post.Test).as.individual.progress-monitoring.tools.to.monitor.students’.progress.in.applying.all.6.reading.strategies..You.may.space.out.the.Benchmarks.to.best.meet.your.classroom.needs.

CARS®.Post Test The.Post.Test.may.be.used.upon.completion.of.

the.STARS®.strategy.lessons.to.assess.students’.overall.mastery.of.all.6.reading.strategies..The.results.of.the.CARS®.Post.Test.may.be.compared.with.the.results.of.the.CARS®.Pretest.to.assess.students’.mastery.of.the.reading.strategies.



What instructional features in the STARS® Series can be helpful for students, especially ELL students?The STARS® Series uses.several.effective.instructional.procedures.that.support.all.students,.including:

•. Opportunities.to.activate.prior.knowledge.before.beginning.strategy.instruction

•. A.step-by-step.scaffolded.approach,.beginning.with.explicit.instruction,.to.build.a.clear.understanding.of.the.reading.strategies

•. Opportunities.to.build.and.reinforce.self-esteem

•. Frequent.reviews.and.restatements.of.concepts

•. Allowances.for.students.to.work.at.their.own.pace

•. Ample.practice.through.a.variety.of.high-interest.pictures

•. Student.discussion.of.strategies.to.demonstrate.conceptual.understanding

Where do students record their answers?Students.record.their.answers.directly.in.their.student.book.

What is the correction procedure?For.best.results,.correct.each.part.of.the.strategy.lesson.orally.with.students.immediately.following.its.completion..Explain.concepts.that.students..do.not.understand..Encourage.students.to.participate.in.a.discussion.about.the.targeted.strategy.and.how.to.apply.it.in.everyday.life.experiences.

What are the Strategy Bookmarks?The.Strategy.Bookmarks.are.a.set.of.reproducible.bookmarks.for.each.of.the.strategies.taught.in.the.STARS® Series..You.may.wish.to.distribute.the.appropriate.bookmark.after.students.have.completed.each.strategy.lesson..On.the.bookmark,.have.students.draw.a.picture.that.illustrates.their.understanding.of.the.strategy..The.bookmarks.can.serve.as.a.helpful.reminder.of.the.strategy.students.have.learned.in.the.lesson..

Suggest.that.students.use.the.bookmarks.to.support.the.application.of.the.strategy.to.grade-level.material,.especially.when.working.with.the.teacher.in.the.Connecting.with.Literature.activity.(see.page.16.for..an.example.of.this.feature).

How much time is required to complete the CARS® and STARS® Series? The CARS® and.STARS® Series are.designed.for.flexibility.in.the.classroom.and.can.be.used.effectively.in.several.ways.to.fulfill.your.classroom.needs..

The.Suggested.Pacing.Chart.on.page.9.reflects.the..use.of.the.CARS®.Pretest,.Benchmarks,.and.Post.Test.as.well.as.the.6.STARS®.strategy.lessons,.the.review.lessons,.and.the.final.review..You.can.adapt.the.Suggested.Pacing.Chart.as.needed.to.accommodate.the.actual.number.of.strategy.lessons.you.instruct..Which.lessons.you.teach.and.how.you.choose.to.allocate.the.times.are.up.to.you,.depending.on.the.needs.of.your.students..


12 Features of a STARS® Lesson

Features of a STARS® Lesson

This.5-page.section.guides.teachers.through.a.sample.lesson.plan.from.the.teacher.guide..Each.lesson.plan.contains.facsimiles.of.the.student-book.lesson..Numbered.boxes.call.out.and.describe.the.key.features.in.both.the.teacher.guide.and.the.student.book.

PART ONE Students are introduced to the strategy.

46 Putting Things in Order

GETTING STARTED Introductory Activity: Direct the students to work with a partner. Ask the partners to share responses to the following questions: What are three things you did this morning before going to school? Tell what you did fi rst, next, and last. Allow ample time for the partners to develop their responses. Then ask willing students to share their responses with the class. Each response should include one of the following clue words: fi rst, next, or last.

SKILL DEVELOPMENT

• Many things in a story are done or happen in order.• Pictures often show the order in which things happen

or are done.

AT A GLANCE

Students are introduced to the concept of sequencing using pictures.

STEP BY STEP

Page 26

Write these words on the board. Say each word as you write it. Ask the students to repeat each word after you.

SAY: Open your book to page 26. The lesson is called Out of Order. (Pause to make sure all students are on page 26.) Put your finger on the number 1. The directions say: Look. Choose. Now look at the three pictures across the page. Which picture shows what happened last? Circle the letter of the picture that shows what happened last.


SAY: Put your finger on the number 2. The directions say: Look. Choose. Now look at the three pictures across the page. Which picture shows what happened second? Circle the letter of the picture that shows what happened second.


SAY: Put your finger on the number 3. The directions say: Look. Choose. Now look at the three pictures across the page. Which picture shows what happened last? Circle the letter of the picture that shows what happened last.


Correct and discuss the three responses.

For number 1, the correct answer is C (cat eating food). For number 2, the correct answer is A (watering the seeds). For number 3, the correct answer is A (washing the dishes).

PUTTING THINGS IN ORDER

Lesson 3

26

Lesson

3 Putting Things in Order

PART ONE: Out of Order


1. Look. Choose.

A B C

2. Look. Choose.

A B C

3. Look. Choose.

A B C

47Putting Things in Order

STEP BY STEP

Page 27

SAY: Turn to page 27. Put your finger on the number 4. The directions say: Look. Choose. Now look at the three pictures across the page. Which picture shows what happens second? Circle the letter of the picture that shows what happens second.


SAY: Put your finger on the number 5. The directions say: Look. Choose. Now look at the three pictures across the page. Which picture shows what happens first? Circle the letter of the picture that shows what happens first.


SAY: Put your finger on the number 6. The directions say: Look. Choose. Now look at the three pictures across the page. Which picture shows what happens last? Circle the letter of the picture that shows what happens last.


Correct and discuss the three responses.

For number 4, the correct answer is C (blowing up the balloon). For number 5, the correct answer is B (the dog spies the cat). For number 6, the correct answer is C (the girl jumping rope).

When the discussion is completed, ask the students to close their book.

27Putting Things in Order

4. Look. Choose.

A B C

5. Look. Choose.

A B C

6. Look. Choose.

A B C

3

4

21

Student Book

1 . Direction Lines: Students.follow.along.as.the.teacher.reads.the.directions.aloud.

2 . Strategy Concepts: Students.are.introduced.to.thestrategy.concept.through.pictures.

Teacher Guide

3 . Getting Started: A.teacher-led.introductory.activity.activates.students’.prior.knowledge.about.the.strategy.

4 . Skill Development: Strategy-related.concepts.that.students.will.practice.in.Part.One.are.listed.


17Research Summary

This series uses . . . Example Research says . . .Answer Analysis for Students As.a.part.of.guided.instruction,.students.receive.immediate.feedback.about.their.answer.choices.and.read.the.reasoning.behind.correct.and.incorrect.answers.

SB:.Books.K.and.AA•. Included.in.teacher.and.student.

discussions

SB:.Books.A–H•. In.each.lesson,.Part.Three:.Check.

Your.Understanding

Research.(Pashler.et.al,.2007).has.shown.that.when.students.receive.direct.instruction.about.the.reasons.why.an.answer.is.correct.or.incorrect,.they.demonstrate.long-term.retention.and.understanding.of.newly.learned.content..

Cooperative Learning Students.work.together.in.pairs..or.small.groups.to.attain.their.individual.goals.

SB:.Books.AA–H•. In.each.lesson,.Work.with..

a.Partner.feature

“Having.peers.instruct.or.interact.over.the.use.of.reading.strategies.leads.to.an.increase.in.the.learning.of.the.strategies,.promotes.intellectual.discussion.and.increases.reading.comprehension”.(NICHD,.2000,.pp..4–45).

Differentiated Instruction Students.of.varying.abilities.learn..the.same.content.using.different.instructional.approaches.

SB:.Books.C–H•. In.each.lesson,.Part.One.through..

Part.Five,.modeled,.guided,.and.independent.practice.and.instruction

TG:.Books.AA–H•. In.each.lesson,.Part.One.through..

Part.Five,.teachers.are.given.paired.and.whole-group.instruction.options

“‘Multiple.paths’.does.not.mean.that.students.are.given.free.rein;.it.means.that.teachers.must.find.that.sweet.spot.between.structure.and.choice.that.makes.student.learning.possible.…By.allowing.options.that.accommodate.different.thinking.patterns,.teachers.help.all.students.not.only.achieve.planned.learning.goals.but.also.own.these.goals.in.a.way.that’s.all.theirs”.(Carolan.&.Guinn,.2007,.p..45).

Direct Instruction Lesson.plans.include.explicit.step-by-step.instruction.of.reading.and.learning.strategies.as.well.as.lesson.objectives.

SB:.Books.AA–H•. In.each.lesson,.Part.Two:.Learn.

About.the.Strategy

“The.research.demonstrates.that.the.type.of.questions,.the.detailed.step-by-step.breakdowns,.and.the.extensive.practice.with.a.range.of.examples.......will.significantly.benefit.students’.comprehension”.(Gersten.&.Carnine,.1986,.p..72).

ELL Accommodations English-language.learners.are.a.large.part.of.today’s.classrooms..These.students.need.extra.support.and.scaffolding.while.learning.new.information..Some.teaching.strategies.that.have.been.proven.to.be.effective.for.ELL.students.are:.graphic.organizers,.explicit.instruction,.scaffolded.instruction,.shared.reading,.and.theme-based.instruction.

SB:.Books.A–H•. In.each.lesson,.graphic.organizers,.

explicit.instruction,.scaffolded.instruction,.shared.reading,.and.theme-based.reading.passages.are.key.ELL.instructional.accommodations..

TG:.Books.A–H•. See.section.entitled,.“What.

instructional.features.in.the..STARS® Series.can.be.helpful.for.students,.especially.ELL.students?”.

•. Introduction,.ELL.Support.

“In.virtually.every.part.of.the.country,.middle.and.high.schools.are.now.seeing.expanding.enrollments.of.students.whose.primary.language.is.not.English..Rising.numbers.of.immigrants,.other.demographic.trends,.and.the.demands.of.an.increasingly.global.economy.make.it.clear.that.the.nation.can.no.longer.afford.to.ignore.the.pressing.needs.of.the.ELLs.in.its.middle.and.high.schools.who.are.struggling.with.reading,.writing,.and.oral.discourse.in.a.new.language”.(Short.&.Fitzsimmons,.2007).

The STARS® Series.is.an.instructional.program.that.is.solidly.grounded.in.areas.of.important.reading.research..Scaffolded.strategy-based.instruction.serves.as.the.organizational.framework,.while.metacognitive.strategies.foster.student.self-monitoring.and.self-assessment..The.lessons.are.carefully.planned.and.sequenced.to.promote.individual.understanding.and.application.of.reading.strategies..With.the STARS® Series,.students.build.on.

their.capacity.to.analyze,.reason,.and.communicate.ideas.effectively.by.applying.specified.reading.strategies.in.a.variety.of.contexts..The STARS® Series.is.a.comprehensive.reading.program.designed.to.meet.a.broad.spectrum.of.individual.needs.in.the.classroom..The.full.research.report.for.this.title.may.be.downloaded.from.the.Research.Internet.page.at.http://www.casamples.com/downloads/STARS-research.pdf.

Research Summary


18 Research Summary

This series uses . . . Example Research says . . .Explicit Instruction Students.receive.explicit.instruction.of.each.reading.strategy.consisting.of.a.definition,.a.short.example.passage,.and.learning.objectives..

SB:.Books.AA–H•. In.each.lesson,.Part.Two:.Learn.

About.the.Strategy

Researchers.Manset-Williamson.and.Nelson.(2005).explain,.“explicit.instruction.involves.the.overt,.teacher-directed.instruction.of.strategies,.including.direct.explanation,.modeling,.and.guided.practice.in.the.application.of.strategies”.(p..62)..

Genre Instruction Students.receive.instruction.of.genre.properties.of.reading.passages.which.aids.in.both.their.recall.and.comprehension.of.the.passages.

TG:.Books.C–H•. In.each.lesson,.Introduction,..

Genre.Focus

“The.instruction.of.the.content.and.organization.of.stories.thus.improves.comprehension.of.stories.as.measured.by.the.ability.of.the.reader.to.answer.questions.and.recall.what.was.read..This.improvement.is.more.marked.for.less.able.readers”.(NICHD,.2000,.pp. 4–45).

Graphic Organizers Graphic.organizers.are.visual.displays.that.help.learners.comprehend.and.retain.textually.important.information..

SB:.Books.AA–H•. In.each.lesson,.Part.One:.Think.

About.the.Strategy

TG:.Books.K.and.AA•. Refer.to.Part.One:.Skill.

Development.section•. In.each.lesson,.Part.Four:.Build.

on.What.You.Have.Learned,.Reteaching.feature

“When.students.learn.how.to.use.and.construct.graphic.organizers,.they.are.in.control.of.a.study.strategy.that.allows.them.to.identify.what.parts.of.a.text.are.important,.how.the.ideas.and.concepts.are.related,.and.where.they.can.find.specific.information.to.support.more.important.ideas”.(Vacca.&.Vacca,.2005,.p..399)..

Listening Comprehension Development.and.mastery.of.listening.comprehension.on.the.meaning.level.is.one.of.the.first.stepping.stones.in.learning.how.to.read..

Series:•. Book.K.uses.listening.activities.and.

a.selected.few.reading.activities.to.teach.reading.strategies..

•. Books.AA–H.use.both.listening.and.reading.activities,.including.the.“shared.reading”.strategy.to.teach.reading.strategies..

“Teachers.should.emphasize.text.comprehension.from.the.beginning,.rather.than.waiting.until.students.have.mastered.“the.basics”.of.reading..Instruction.at.all.grade.levels.can.benefit.from.showing.students.how.reading.is.a.process.of.making.sense.out.of.text,.or.constructing.meaning”..(Armbruster.&.Lehr,.2001)..

Multiple-Strategy Instruction Students.are.taught.that.more.than.one.cognitive.strategy.may.be.used.to.gain.meaning.from.text..Strategies.such.as.comparing.and.contrasting.and.making.predictions.work.together.to.make.text.meaningful.

SB: Books.C–H

•. After.every.third.lesson,.and.at.the.end.of.each.book,.Review.and.Final.Review.sections

“Skilled.reading.involves.the.coordinated.use.of.several.cognitive.strategies..Readers.can.learn.and.flexibly.coordinate.these.strategies.to.construct.meaning.from.text”.(NICHD,.2000,.pp..4–77).

Prior-knowledge Activation These.are.learning.activities.that.stimulate.knowledge.that.comes.from.previous.experiences.

SB:.Books.AA–H•. In.each.lesson,.Part.One:.Think.

About.the.StrategyTG:.Book.K•. In.Part.One:.Skill.Development.

section•. Lesson.Opener,.Getting.Started.

section

“Several.meta-analyses.and.reviews.of.the.research.have.found.that.direct,.explicit.instruction.in.such.specific.strategies.as.summarizing,.identifying.text.structure.and.visual.clues,.calling.on.prior.knowledge,.and.using.graphic.organizers.improves.students’.reading.comprehension”.(Biancarosa,.2005)..


19Research Summary

This series uses . . . Example Research says . . .Reading-Strategy Instruction Explicit.and.direct.instruction.of.each.core.reading.strategy.occurs.in.order.to.gain.meaning.from.text.

Series:•. Books.K.and.AA.introduce.6.core.

reading.strategies.•. Book.A.introduces.8.core.reading.

strategies..•. Books.B–H.introduce.12.core.

reading.strategies.

TG:.•. Understanding.the.Strategies•. Teacher’s.Corner

Afflerbach,.Pearson,.&.Paris,.(2008).explain.that.reading.strategies.are.“deliberate,.goal-directed.attempts.to.control.and.modify.the.reader’s.efforts.to.decode.texts,.understand.words,.and.construct.meanings”.(p..368)..

Scaffolded Instruction An.instructional.strategy.in.which.gradual.withdrawal.of.support.occurs.through.modeled,.guided,.and.independent.instruction.and.practice.

SB:.Books.AA–H.•. Part.One:.Think.About.the.Strategy.

(Modeled.Instruction)•. Part.Two:.Learn.About.the.Strategy.

(Guided.Instruction)•. Part.Three:.Check.Your.

Understanding.(Modeled.Practice)•. Part.Four:.Build.on.What.You.Have.

Learned.(Guided.Practice)•. Part.Five:.Prepare.for.a.Test.

(Independent.Practice)

“There.is.virtually.universal.agreement.that.scaffolding.plays.an.essential.and.vital.role.in.fostering.comprehension”.(Clark.&.Graves,.2005).

Shared Reading This.is.a.reading.activity.where.a.teacher.reads.a.story.while.students.look.at.the.text.being.read.and.follow.along.

Series:•. Book.K.has.several.activities.where.

students.read.silently.as.the.teacher.reads.orally.

•. Book.AA.uses.shared.reading.as.one.of.its.core.teaching.strategies..

Routman.(2000).lists.several.benefits.of.shared.reading,.especially.for.ELL.students..Shared.reading.teaches.multiple.reading.strategies;.provides.supportive.context.for.reading;.and.helps.children.participate.as.readers.(p..34)..

Test-taking Practice Selected-response.and.constructed-response.test.questions.are.often.used.on.state.and.national.standardized.tests..

SB:•. Books.A–H,.in.each.lesson,..

Part.Five:.Prepare.for.a.Test•. Books.A–H,.Review.and.Final.

Reviews

Supon.(2004).cites.that.researchers.have.determined.that.“Students.of.all.levels.of.academic.achievement.and.intellectual.abilities.can.be.affected.by.test.anxiety.”.

Theme-based Instruction Theme-based.instruction.integrates.instruction.of.language.and.concepts.with.real-world.scenarios.and.with.cross-curricular.subjects,.such.as.social.studies,.science,.and.literature..

SB:•. In.each.lesson,.the.reading.passages.

have.social.studies,.science,.or.literary.themes.

TG:.•. Books.K–H,.Introduction.

Books.A–H,.Genre.Focus•. Books.K–H,.Connecting.with.

Literature

Bergeron,.Wermuth,.and.Rudenga.(1996).summarized.that.theme-based,.integrated.learning.experiences.engage.young.children.in.meaningful.and.functional.literacy.events,.focus.on.real-life.experiences.by.providing.socially.interactive.settings,.and.provide.an.organizational.framework.for.language.acquisition.”


20 Research Summary

Abadiano,.H..R.,.&.Turner,.J..(2003)..The.RAND.report:.Reading.for.understanding:.Toward.an.R&D.program.in.reading.comprehension..New.England.Reading.Association.Journal,.39(2),.74–79..

Afflerbach,.P.,.Pearson,.P..D.,.and.Paris,.S..G..(2008)..Clarifying.differences.between.reading.skills.and.reading.strategies..The.Reading.Teacher,.61(5),.364–373.

Armbruster,.B.,.&.Lehr,.F..(2001)..Put.reading.first:.The.research.building.blocks.for.teaching.children.to.read:.Kindergarten.through.grade.3..Accessed.May.12,.2008.at:.http://www.nifl.gov/partnershipforreading/publications/reading_first1.html.

Bergeron,.B.S.,.Wermuth,.S.,.Rhodes,.M.,.&.Rudenga,.E..A...(1996,.Spring)..Language.development.and.thematic.instruction.supporting.young.learners.at.risk..Childhood.Education,.72,.141–145.

Biancarosa,.G..(2005)..After.third.grade..Educational.Leadership,.63(2),.16–22.

Carnine,.D..W..(1990)..Reforming.mathematics.instruction...ADI.News,.10(4),.1–4..

Carolan,.J.,.&.Guinn,.A..(2007)..Differentiation:.Lessons.from.master.teachers..Educational.Leadership,.64(5),.44–47.

Chittooran,.M..M.,.&.Miles,.D..D..(2001,.April)..Test-taking.skills.for.multiple-choice.formats:.Implications.for.school.psychologists..Paper.presented.at.the.annual.meeting..of.the.National.Association.of.School.Psychologists,.Washington,.D.C.

Clark,.K..F.,.&.Graves,.M..F..(2005)..Scaffolding.students’.comprehension.of.text..Reading.Teacher,.58(6),.570–580.

Collinson,.E..(2000)..A.survey.of.elementary.students’.learning.style.preferences.and.academic.success..Contemporary.Education,.71(4),.42–8.

ERIC.Development.Team..(2002)..Using.scaffolded.instruction.to.optimize.learning..ERIC.Digest.ED474301.2002-12-00..Retrieved.March.18,.2005.from.www.eric.ed.gov.

Gersten,.R.,.&.Carnine,.D..(1986)..Direct.instruction.in.reading.comprehension..Educational.Leadership,.43(7),.70–79.

Gulek,.C..(2003,.Winter)..Preparing.for.high-stakes.testing..Theory.into.Practice,.42(1),.42–50.

Manset-Williamson,.G.,.&.Nelson,.J..M..(2005,.Winter)..Balanced,.strategic.reading.instruction.for.upper-elementary.and.middle.school.students.with.reading.disabilities:.A.comparative.study.of.two.approaches..Learning.Disability.Quarterly,.28(1).59.–74.

Mevarech,.Z..R.,.&.Light,.P..H..(Eds.)..(1992)..Cooperative.learning.with.computers..Learning.and.Instruction,.2(3),.155–285.

National.Institute.of.Child.Health.and.Human.Development.(NICHD)..(2000)..Report.of.the.National.Reading.Panel..Teaching.Children.to.Read:.An.Evidence-Based.Assessment..of.the.Scientific.Research.Literature.on.Reading.and.Its.Implications.for.Reading.Instruction:.Reports.of.the.Subgroups.(NIH.Publication.No..00-4754)..Washington,.D.C.:.U.S..Government.Printing.Office.

Norton,.S..M.,.&.Park,.H..S..(1996,.November)..Relationships.between.test.preparation.and.academic.performance.on..a.statewide.high.school.exit.examination..Paper.presented.at.the.annual.meeting.of.the.Mid-South.Educational.Research.Association,.Tuscaloosa,.AL.

Pashler,.H.,.Bain,.P.,.Bottge,.B.,.Graesser,.A.,.Koedinger,.K.,.McDaniel,.M.,.and.Metcalfe,.J..(2007)..Organizing.Instruction.and.Study.to.Improve.Student.Learning.(NCER.2007-2004)..Washington,.D.C.:.National.Center.for.Education.Research,.Institute.of.Education.Sciences,.U.S..Department.of.Education..Retrieved.from.http://ncer.ed.gov.

Pressley,.M..(2002)..Metacognition.and.self-regulated.comprehension..In.A..E..Farstrup.&.S..J..Samuels.(Eds.),.What.research.has.to.say.about.reading.instruction..(pp..294–295)..Newark,.DE:.International.Reading.Association..

Routman,.R..(1991)..Teaching.for.strategies..In.Invitations..Portsmouth,.NH:.Heinemann,.134–159.

Routman,.R..(2000)..Conversations:.Strategies.for.teaching,.learning,.and.evaluating..Portsmouth,.NH:.Heinemann.

Short,.D.,.&.Fitzsimmons,.S..(2007)..Double.the.work:.Challenges.and.solutions.to.acquiring.language.and.academic.literacy.for.adolescent.English.language.learners–A.report.to.Carnegie.Corporation.of.New.York..Washington,.D.C.:.Alliance.for.Excellent.Education.

Smith,.K..S.,.&.Geller,.C..(2004,.Summer)..Essential.principles.of.effective.mathematics.instruction:.Methods.to.reach.all.students..Preventing.School.Failure,.48(4),.22–29..

Steffensen,.M.,.Joag-Dev,.C.,.&.Anderson,.R..(1979)..A.cross-cultural.perspective.on.reading.comprehension..Reading.Research.Quarterly,.15(1),.10–29.

Supon,.V..(2004)..Implementing.strategies.to.assist.test-anxious.students..Journal.of.Instructional.Psychology,.31(4),.292–296.

Vacca,.R..T.,.&.Vacca,.J..L..(2005)..Content.area.reading:.Literacy.and.learning.across.the.curriculum..Boston:.Allyn.and.Bacon.

REFERENCES



NEW YORK

The focus of this lesson is to help your students:

• Readfamiliarinformationaltextstobegintocollectideas(GPI.R.1)

• Identifyandexplainideasfromtexts(GPI.R.3)

GETTINGSTARTEDIntroductory Activity:Directthestudentstolookaroundtheirclassroomasyoureadthefollowingstory:

Our ClassroomOur classroom is a busy place. It has twenty

children and a teacher. The room also has desks, tables, books, and play areas. Sometimes children sit at their desks and work. Other times they sit in a circle with the teacher. They meet on a rug in the front of the classroom. (Adjustthestorytofittheexactfeaturesofyourclassroom.)

SAY: The big idea in the story is Our classroom is a busy place. The rest of the story tells more about the big idea. The big idea is also called the main idea.

SKILL DEVELOPMENT

• Apicturehasabigidea,ormainidea.• Astoryhasabigidea,ormainidea.• Thebigideaisthemostimportantideainapicture

orstory.

AT A GLANCE

Studentsareintroducedtotheconceptofmainideathroughpicturesandshortoralstories.

STEP BY STEP

Page4

Discusswithstudentthat,eventhoughapictureorastorymaycontainseveralideas,thereisusuallyonlyonebigidea.Thebigideaofapictureorstoryisalsocalledthemainidea.

SAY: Open your book to page 4. The lesson is called Pictures and Stories. (Pausetomakesureallstudentsareonpage4.) Put your finger on the number 1. The first direction says: Listen. The second direction says: Circle the big idea. Look at picture A and picture B. Now listen carefully as I read the following story:

The Rainbow Pam saw the rainbow. It appeared just

before the rain stopped. How beautiful the colors were! In time, the sun shone and the rainbow faded away. Pam wondered, “Where did the rainbow go?”

SAY: Circle the letter of the picture that shows the big idea. Is it picture A or picture B?

FINDING THE BIG IDEA Lesson 1 Lesson


PART ONE: Pictures and Stories

Finding the Big Idea4



A B

A B


34 Finding Details

NEW YORK

The focus of this lesson is to help your students:

• Readfamiliarinformationaltextstobegintocollectdataandfacts(GPI.R.1)

GETTINGSTARTEDIntroductory Activity:Directthestudentstofocusontheboardasyoudrawasnowman.Includeascarfarounditsneck,acarrotforanose,stonesforeyes,twosnowballsforears,andahatforthehead.Explainthateachoftheitemsmentionedaboveisadetailofthepicture.Detailsarethesmallideasthattellmoreaboutthesnowman(themainideaofthepicture).

SKILL DEVELOPMENT

• Everystoryhasabigidea.• Thebigideaisthemostimportantideainthestory.• Everystoryhassmallideas.• Smallideastellmoreaboutthebigidea.

AT A GLANCE

Studentsareintroducedtotheconceptofdetailsthroughpicturesandoralstories.

STEP BY STEP

Page14

Reviewwiththestudentstheconceptofbigidea,aspracticedinthepreviouslesson.Explainthatstudentsarenowgoingtoworkwithsmallideas.Theseideasareideasthattellmoreaboutthemainidea.Thesesmallideasaredetailsaboutapictureorastory.

SAY: Open your book to page 14. The lesson is called What Is Missing? (Pausetomakesureallstudentsareonpage14.) Put your finger on the number 1. Look at the two pictures. The first picture shows a dog. The second picture shows the same dog, but this dog is missing a detail. Think carefully about what detail is missing. Then use a crayon to add the missing detail in the second picture.

FINDING DETAILS Lesson 2

14 Finding Details

Lesson

2 Finding Details

PART ONE: What Is Missing?

1.

2.

3.

Students draw a collar.

Students draw logs.

Students draw eyeglasses.


44

24

REVIEWLESSONS

1-2

Lessons 1–2 REVIEW

Finding the Big Idea1.

2.

3.

A homesB foodsC colors

A peopleB plantsC animals

A firefightersB farmersC children

STEP BY STEP

Page24

SAY: Open your book to page 24. (Pausetomakesureallstudentsareonpage24.)On this page, you will review finding the big idea. There are three questions for you to answer. Put your finger on the number 1. Look at the three pictures across the page. (Pause.) Listen as I ask the first question: Do the three pictures show kinds of A. homes; B. foods; or C. colors? Circle the letter of the correct answer.

Pauseasthestudentsrespond.

SAY: Put your finger on the number 2. Look at the three pictures across the page. Listen as I ask the second question: Do the three pictures show kinds of A. people; B. plants; or C. animals? Circle the letter of the correct answer.


SAY: Put your finger on the number 3. Look at the three pictures across the page. Listen as I ask the third question: Do the three pictures show things used by A. firefighters; B. farmers; or C. children? Circle the letter of the correct answer.


Correctanddiscussthethreeresponses.

Fornumber1,thecorrectanswerisA(homes).Fornumber2,thecorrectanswerisC(animals).Fornumber3,thecorrectanswerisA(firefighters).

Lessons 1–2 Review

Lessons1-2REVIEW


90

70

FINAL REVIEWLESSONS

1-6 PART ONE

Lessons 1–6 FINAL REVIEW

Finding the Big Idea1. Listen. Circle the big idea.

A B

A BFinding Details2. Look. Circle.

Putting Things in Order3. Look. Circle.

A B

STEP BY STEP

Page70

SAY: Open your book to page 70. (Pausetomakesureallstudentsareonpage70.)There are six questions for you to answer. The first question asks you to find the big idea. Put your finger on the number 1. The directions say: Listen. Circle the big idea. Listen carefully as I read aloud the following story:

One day Robbie Rabbit wandered into Farmer Smith’s garden. Soon the rabbit was eating the farmer’s carrots. Farmer Smith spotted Robbie and became upset. He ran to get a broom and chased Robbie away.

Study the two pictures. Circle the letter of the picture that shows the big idea of the story.


SAY: The second question asks you to find a missing detail. Put your finger on the number 2. The directions say: Look. Circle. Look carefully at the picture in the box. (Pause.) Now look carefully at the two pictures across the page. (Pause.) Circle the letter of the picture that is similar to the first picture, but is missing one important detail.


SAY: The third question asks about what happens first. Put your finger on the number 3. The directions say: Look. Circle. Look carefully at picture A and picture B. (Pause.) Circle the letter of the picture that shows what happened first.


Lessons 1–6 Final Review

Lessons1-6FINAL REVIEW


Educational Research Institute of Americawww.eriaonline.com • email: [email protected] affiliate of Beck Evaluation & Testing Associates, Inc.

A Study of the Instructional Effectiveness of CARS & STARS ©2010

Curriculum Associates®, LLC

Report Number 401

September 2011

ERIA Advisory Board:

Michael Beck, President Beck Evaluation & Testing Associates, Inc.

Jennifer M. Conner, Assistant Professor Indiana University

Keith Cruse, Former Managing Director Texas Assessment Program

Educational Research Institute of America

Educational Research Institute of America (ERIA) is an educational research and development company that contracts with textbook companies, state departments of education, and school districts to conduct educational program tryout studies, develop instructional materials, analyze tests and test scores, and conduct technical studies for educational assessments. ERIA was founded in 1999 as an outgrowth of Indiana University Center for Research and Development, entitled the Center for Innovation in Assessment. Over the past decade, ERIA has conducted development and research projects for over 20 publishers, state departments of education, and other agencies.

Contents

Executive Summary ............................................................................................................................4

Overview of the Study .......................................................................................................................5

Study Background...........................................................................................................................5

Research Questions .........................................................................................................................6

Description of the Research Sample .............................................................................................7

Description and Evaluation of Program Use ..............................................................................8

Description of the CARS & STARS Program ...............................................................................8

Description of the Assessments ....................................................................................................8

Description of Implementation and Data Collection Procedures ............................................9

Data Analyses .................................................................................................................................... 11

Grade 3 SAT-10 Assessment Comparisons ....................................................................................12

CARS & STARS and Control Group ...........................................................................................12

CARS & STARS Group Pretest/Post Test Scores ......................................................................13

CARS & STARS Lower/Higher Pretest Groups .......................................................................16

Grade 3 CARS Assessment Comparisons ......................................................................................18

CARS & STARS and Control Group ...........................................................................................18



Grade 7 SAT-10 Assessment Comparisons ....................................................................................21



Grade 7 CARS Assessment Comparisons ......................................................................................24



Conclusions ........................................................................................................................................26

4 |

Curriculum Associates — CARS® & STARS® ©2010

Executive SummaryThis study was designed to determine whether the Comprehensive Assessment of Reading Strategies and Strategies to Achieve Reading Success (CARS & STARS) © 2010 program published by Curriculum Associates improves students’ reading strategies. The program was designed to identify and provide instruction for students on identified reading strategies.

The study evaluated the efficacy of two levels of the program—grade 3 and grade 7. Twenty teachers from eight different schools across three different states, New York, California, and Florida, participated in the study. The schools included relatively high percentages of minority students and students enrolled in free and reduced lunch programs. All of the participating classes were designed to provide reading instruction for struggling readers. A total of 306 students were able to be matched with SAT-10 pretest and post test scores and 264 students were able to be matched with CARS pretest and post test scores for the data analyses.

The pretests and post tests used in the study included both the Stanford Achievement Test, Tenth Edition (SAT-10) and pretests and post tests included in the CARS & STARS program. At grade 3, the post tests of the CARS & STARS treatment group were compared with those of a control group that did not utilize the CARS & STARS program. Control groups were also recruited for grade 7 and were to be included. However, weather problems and conflicts with state test administration schedules caused the control groups for grade 7 to withdraw from the study at the end of the year. Results showed that all the tests were of reasonably high reliability to conduct analyses.

The grade 3 results showed that the students in the CARS & STARS treatment group scored significantly higher on the post tests of both the SAT-10 and the CARS assessments than did the students in the control group. When the CARS & STARS treatment group’s scores were compared from pretest to post test on both the SAT-10 and CARS assessments, their scores increased statistically significantly. In addition, students in the grade 3 CARS & STARS treatment group who scored below the 50th percentile on the pretests increased their scores to a greater extent than did students who scored at the 50th percentile and above on the pretests.

The results at grade 7 paralleled those at grade 3 for the pretest/post test gains on both the SAT-10 and the CARS assessments. The lack of a control group at grade 7 prevented those comparisons. However, as was the result at grade 3, the grade 7 students who scored lower on the pretests increased their scores to a greater extent than did students who scored higher on the pretests.


| 5

Overview of the StudyThis report describes a study designed to determine the educational efficacy of a program developed to increase students’ reading strategies. The program, entitled Comprehensive Assessment of Reading Strategies and Strategies to Achieve Reading Success © 2010, is published by Curriculum Associates and is commonly referred to as CARS & STARS.

The Comprehensive Assessment of Reading Strategies and Strategies to Achieve Reading Success © 2010 program is designed for students enrolled in kindergarten to grade 8. Each level of the program includes practice tests to guide instruction (CARS) and a set of student lessons that provide targeted instruction to help students increase specific reading strategies (STARS).

The study was conducted with students enrolled in grades 3 and 7, and the corresponding program levels were used in the study. The classes included in the study were from eight different schools across three different states, California, Florida, and New York. The demographic data for the schools indicates that the schools enrolled large percentages of minority students and students in free and reduced lunch programs. The participating classes were designed for struggling readers. School administrators and teachers volunteered their classes to become participants in the study.

At grade 3, both a CARS & STARS treatment group and a control group were included. At grade 7, a control group was enrolled in the study, but the participants dropped out at the end of the year due to scheduling problems caused by inclement weather and conflicts with state testing schedules.

The tests used in the study included a nationally standardized test, the Stanford Achievement Test Series, Abbreviated Version, Tenth Edition (SAT-10) and the CARS & STARS program pretests and post tests.

SAT-10 pretest and post test matched scores were available for a total of 192 grade 3 students and 114 grade 7 students. CARS pretest and post test matched scores were available for a total of 185 grade 3 students and 79 grade 7 students. A greater number of students participated in the program; however, only those students for whom a pretest and a post test match was available were included in the data analyses.

Study Background

Great interest has been expressed by both teachers and administrators in providing focused instruction that helps students develop the reading strategies they need for success in school, life, and work. A growing body of research over several decades has supported the idea that explicit and focused instruction on reading strategies improves students’ use of these strategies—and, as a result, improves reading comprehension and performance on assessments of reading comprehension.

The current focus on reading comprehension strategies is exemplified by the recent release of the Common Core State Standards developed under the direction of the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). The standards

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have been approved by most states, which have agreed to adopt the standards. The reading strategies in the CARS & STARS program are a close match to the strategies delineated in the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Both CARS & STARS and the Common Core State Standards emphasize the comprehension strategies that are at the heart of reading and that many students seem to lack. A correlation chart detailing the skills and strategies addressed by the CARS & STARS program and the Common Core State Standards can be found on the Curriculum Associates website.

This study is focused on reading skills and strategy improvement as measured by the pretest to post test gains of students with whom the program is used. The CARS & STARS program focuses on a unique set of 12 reading comprehension strategies. The CARS part of CARS & STARS is primarily a testing program designed to identify the reading strategies with which students seem to need help. The CARS program includes both pretests and post tests. Teachers use the CARS pretests to identify the strategies on which students score low and need targeted instructional support. The STARS program provides instruction in 12 lessons, each focusing on a different reading strategy. After identifying students’ weakest reading comprehension strategies with the CARS pretest, teachers can use the appropriate lessons from the STARS program to teach those strategies.

Research Questions

The following questions guided the design of the study and the data analyses:

1. Does the Comprehensive Assessment of Reading Strategies and Strategies to Achieve Reading Success © 2010 program improve the reading comprehension strategies of students at grades 3 and 7?

2. Is the Comprehensive Assessment of Reading Strategies and Strategies to Achieve Reading Success © 2010 program equally effective in improving the reading comprehension strategies of lower-performing students as well as higher-performing students at grades 3 and 7?

This report provides the study results in four major sections as follows:

• Grade 3 SAT-10 Assessment Comparisons

• Grade 3 CARS Assessment Comparisons

• Grade 7 SAT-10 Assessment Comparisons

• Grade 7 CARS Assessment Comparisons


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Description of the Research Sample

The study was conducted with students enrolled in grades 3 and 7. The students were drawn from a convenience sample of eight different schools across three different states, California, Florida, and New York. Approximately 192 grade 3 students and 114 grade 7 students participated in the study over the course of the academic year.

The study was planned to have CARS & STARS treatment group classes and control group classes at both grades 3 and 7. However, due to scheduling problems, it was not possible to include a control group at grade 7.

Table 1 provides a summary of the demographic characteristics of the schools included in the study. The data for the four schools in the grade 3 CARS & STARS treatment group indicates that these four schools are comparable to the control school in terms of percentage of students on free and reduced lunch programs, which is typically a strong indicator of socio-economic status. The three schools in the grade 7 CARS & STARS treatment group also have the same general demographic characteristics as the grade 3 schools, with similar percentages of the student population in the identified demographic strata.

Overall, the demographics of the participating schools show a high percentage of students enrolled in free and reduced lunch programs and a high percentage of minority students. It is important to note that the school data does not provide a description of the make-up of each class that participated in the study. However, the school data does provide general descriptions of the school and thereby reasonable estimates of the demographic characteristics of the classes included in the study.

Table 1 Demographic Characteristics of the Participating Schools

Location Grades Students Enrolled

Students in Free/Reduced Lunch

Programs

Minority Students

Special Education Students

CARS & STARS Schools Grade 3

Large Central City K to 5 657 15% 70% 9%


Large Central City PK to 5 519 96% 88% 11%


Average 646 64% 86% 10%

Control School Grade 3


Average 1645 63% 61% 8%

CARS & STARS Schools Grade 7

Large Central City 6 to 8 729 64% 84% 10%

Mid-Size Central City 7 to 8 950 73% 86% 12%

Large Central City 6 to 8 273 95% 99% 10%

Average 651 77% 90% 11%

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Description and Evaluation of Program Use

The total instructional time for the program was about 18 weeks and was to last just one semester. Teachers administered the pretests in late September of 2010. The post tests were to have been administered about February 15. However, due to a long period of inclement weather and then conflicts with other assessment testing, several schools were not able to administer the post tests until late March. Despite the uneven test administration periods, the teachers all reported that the program was used for approximately 18 weeks.

Description of the CARS & STARS Program

The following description of the CARS & STARS program was provided by the program publisher:

The CARS® & STARS® Series is a comprehensive resource that allows you to identify and teach essential reading comprehension strategies. The CARS Series is the assessment component and the STARS Series is the instruction component.

CARS® Series

The CARS Series is a diagnostic reading series that allows you to identify and assess a student’s level of mastery for each of 12 reading strategies. It contains Pretests, Benchmarks, and Post Tests. This ten-level series is designed for students in grades K through 8. The CARS Series helps teachers place students in the companion STARS Series for reading instruction and remediation.

STARS® Series

The STARS Series is a prescriptive reading series that provides essential instruction in the same 12 reading strategies as the diagnostic CARS Series. This ten-level series is also designated for students in grades K through 8. The STARS Series provides precise instruction in and practice with the strategies students need to master in order to achieve reading success.

Description of the Assessments

Stanford Achievement Test, Tenth Edition

The Stanford Achievement Test Series, Tenth Edition (SAT-10) includes thirteen battery levels that assess students from kindergarten through grade 12. The Stanford Abbreviated version was used in this study. At grade 3, the Primary 2 Level of the test was used. This test is designed for students in grades 2.5 to 3.5. The subtests included 20 Reading Vocabulary questions and 30 Reading Comprehension questions for a total of 50 test questions. At grade 7, the Intermediate 3 Level of the test was used. The subtests included 20 Reading Vocabulary and 30 Reading Comprehension questions for a total of 50 test questions. The test items on both tests were multiple-choice format items. The comprehension questions followed a short reading selection.


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Program Assessment

The CARS pretest and post test assessments each include a total of 60 multiple-choice test items. The pretest and post test are each made up of five reading selections of about 200 words or more for each.

The following test description is provided in the CARS Teacher Guide:

The Pretest and the Post Test1 are designed to assess mastery. The length of the reading passages and the number of questions are the same in each of these tests. Each of the passages in the Pretest and Post Test are one page, followed by one question for each strategy. Since each part of each test contains only one strategy-specific question, it is important to administer the entire Pretest in order to assess a student’s overall performance and the entire Post Test to determine a student’s overall progress. Administering the Pretest and the Post Test, and compiling the results, provides reliable information about each strategy.

The 12 strategies included in the pretest and post test are:

1. Finding Main Idea2. Recalling Facts and Details3. Understanding Sequence4. Recognizing Cause and Effect5. Comparing and Contrasting6. Making Predictions7. Finding Word Meaning in Context8. Drawing Conclusions and Making Inferences9. Distinguishing between Fact and Opinion10. Identifying Author’s Purpose11. Interpreting Figurative Language12. Distinguishing between Real and Make Believe (Grade 3) and Summarizing (Grade 7)

Description of Implementation and Data Collection Procedures

Schools in the CARS & STARS treatment group had purchased copies of the CARS & STARS program for the 2010–2011 school year. Schools in the CARS & STARS treatment group were asked to implement the CARS assessments and to use the STARS program for instruction throughout the school year as outlined in the CARS & STARS implementation guidelines. Schools in the CARS & STARS treatment group were asked to implement the pretests and post tests for both CARS and the SAT-10 at the beginning and end of the school year. The school in the control group was asked to implement the CARS post test and the SAT-10 assessment at the end of the school year. No extra instructional materials were provided for the control group.

1The program refers to a Pretest and a Post Test, each of which includes 60 items.

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Due to the inter-state nature of the sample, implementation dates varied from site to site. Pretests were generally administered in September 2010, and post tests were generally administered in March 2011. Schools in the treatment group used the program about four times per week, and each administration ranged from 20–40 minutes.

At the end of the school year, schools returned their assessment results via mail to ERIA. These results were subsequently entered into a spreadsheet for analysis. All unique student and site identifiers were removed for anonymity purposes.

Test Statistics

Table 2 provides the statistical analysis for the grade 3 post test results for both the SAT-10 and CARS assessments. Reliabilities were calculated using the Kuder-Richardson Formula 20 (KR-20). The results show that the reliabilities of the tests were all above .85, indicating the tests provide reliable data for statistical analyses.

Table 2 Grade 3 Post Test

SAT-10 and CARS Statistics

Test Mean % Score Standard Deviation (SD) KR-20* SEM**

CARS & STARS Treatment Group

SAT-10 76% 7.59 .89 2.5

CARS 58% 11.47 .91 3.4

Control Group

SAT-10 68% 7.05 .85 2.7

CARS 51% 11.44 .92 3.2

*Reliabilities were calculated using the Kuder-Richardson Formula 20 (KR-20). KR-20, first published in 1937, is a measure of internal consistency reliability for measures with dichotomous choices.

**SEM stands for Standard Error of Measurement.

Table 3 provides the statistical analysis for the grade 7 post test results for both the SAT-10 and CARS assessments. The results show that the reliabilities of the tests were all above .84, indicating the tests provide reliable data for statistical analyses.

Table 3 Grade 7 Post Test

SAT-10 and CARS Statistics

Test Mean % Score Standard Deviation (SD) KR-20* SEM**

SAT-10 62% 7.70 .84 3.1

CARS 42% 11.55 .91 3.5

*Reliabilities were calculated using the Kuder-Richardson Formula 20 (KR-20). KR-20, first published in 1937, is a measure of internal consistency reliability for measures with dichotomous choices.

**SEM stands for Standard Error of Measurement.


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Data AnalysesThe two assessments used for this study included a nationally standardized assessment, the Stanford Achievement Test, Tenth Edition, Abbreviated Version (SAT-10), published by Pearson Assessment. The SAT-10 Primary 2 Level was used with the grade 3 students. At grade 7, the Intermediate 3 Level was used. The second test was the CARS assessment that is included as part of the CARS & STARS program.

After the teachers administered the tests, the answer documents were returned to ERIA for analysis. Data analyses and descriptive statistics were computed for each of the sets of pretests and post tests. Standard scores provided in the SAT-10 National Norms booklets were used for analyses. For the CARS assessments, standard scores were computed, since standard scores provide a more normal distribution than raw scores.

At grade 3, independent sample t-tests were used to compare the post tests of the CARS & STARS treatment group to the control group. Paired sample t-tests were used to compare the pretest and post test scores of the CARS & STARS treatment group using both the SAT-10 and CARS assessment. The ≤.05 level of significance was used as the level at which increases would be considered statistically significant for all of the statistical tests.

At grade 7, paired sample t-tests were used to compare the pretest and post test scores using both the SAT-10 and CARS assessment.

For each grade level tested, the total matched set of pretest/post test student scores was split into two groups—high and low scorers—based on pretest scores. Paired sample t-tests were used to compare pretest to post test performance to determine if the program is equally effective with lower pretest scorers and higher pretest scorers.

An effect-size analysis was computed for the independent sample t-test at grade 3 as well as for each of the paired sample t-tests. Cohen’s d statistic was used to determine the effect size. This statistic provides an indication of the strength of the effect of the treatment regardless of the statistical significance. Cohen’s d statistic is interpreted as follows:

.2 = small effect

.5 = medium effect

.8 = large effect

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Grade 3 SAT-10 Assessment Comparisons

CARS & STARS and Control Group

Post test scores on the SAT-10 for the CARS & STARS treatment group and the control group were compared using an independent sample t-test. Table 4 provides the results showing that the CARS & STARS treatment group scored statistically significantly higher than the control group (≤.0001) on the post tests. The effect size was medium.

Table 4 Grade 3 CARS & STARS Treatment Group and Control Group

SAT-10 Post TestIndependent Sample t-Test Comparisons

Group Number of Students

Mean Standard

ScoreSD t-Test Significance Effect Size

CARS & STARS 192 608 36.44.664 ≤.0001 .67

Control 80 586 29.2

The average grade equivalent score from the SAT-10 post test was 3.8 for the CARS & STARS treatment group and 2.7 for the control group. Figure 1 on page 13 provides a comparison of the grade equivalent post test scores for the CARS & STARS treatment group and the control group, showing the percentage of students in each group scoring:

• below a grade equivalent score of 3.0

• from 3.0 to 3.9

• 4.0 and above

The control group had almost twice as many students scoring below grade level when compared to the CARS & STARS treatment group. At the highest category, which included students scoring at a grade level of 4.0 or higher, the CARS & STARS treatment group had almost four times as many students as did the control group.


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Figure 1Grade 3 CARS & STARS Treatment Group and Control Group

SAT-10 Post TestGrade Equivalent Score Comparisons

Below 3.0 3.0 to 3.9 4.0 and Above

n Control Group n CARS & STARS Group

70%

60%

50%

40%

30%

20%

10%

0%

64%

35%

26% 26%

10%

39%

CARS & STARS Group Pretest/Post Test Scores

A paired sample t-test was then used to compare the pretest and post test scores for the CARS & STARS treatment group. The SAT-10 mean standard scores were used for the comparison. Table 5 shows that the gain in mean standard score from pretest to post test was statistically significant (≤.0001) and the effect size was medium.

Table 5 Grade 3 CARS & STARS Treatment Group

SAT-10 Pretest and Post TestPaired Sample t-Test Comparisons

Test Number of Students

Mean Standard


Pretest 192 588 38.09.701 ≤.0001 .51

Post Test 192 608 36.4

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Figure 2 provides a comparison of the grade equivalent scores for the CARS & STARS treatment group from pretest to post test. The figure shows the percentage of students in each group scoring:

• below a grade equivalent score of 3.0

• from 3.0 to 3.9

• 4.0 and above

More than half of the students scored below 3.0 in the pretest, compared to about a third in the post test. On the other hand, the percentage of students scoring above grade level more than doubled from pretest to post test.

Figure 2Grade 3 CARS & STARS Treatment Group

SAT-10 Pretest and Post TestGrade Equivalent Score Comparisons

Below 3.0 3.0 to 3.9 4.0 and Above

n SAT-10 Pretest n SAT-10 Post Test

70%

60%

50%

40%

30%

20%

10%

0%

56%

35%27%

26%17%

39%


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Figure 3 provides a comparison of the pretest and post test grade equivalent scores for the grade 3 students. The figure shows that the average grade equivalent score on the pretest was 3.0 and the average grade equivalent score on the post test was 3.8.

Figure 3 Grade 3 CARS & STARS Treatment Group

SAT-10 Pretest and Post Test Grade Equivalent Score Comparisons

Grade Equivalent Scores


4.0

3.5

3.0

2.5

2.0

1.5

1.0

0.5

0.0

3.0

3.8

CARS & STARS Lower/Higher Pretest Groups

The final analysis for the SAT-10 results was to compare the students who scored lower on the pretests to those who scored higher on the pretests to determine if the lower scoring students made gains as great as the higher scoring students. The total group of 192 grade 3 students in the CARS & STARS treatment group was divided into two equal groups of 96 students based on their pretest scores on the SAT-10 assessment. The lower scoring group had a mean score of 558 and scores ranged from 481 to 592. The higher scoring group had a mean of 619 and their scores ranged from 592 to 681.

A paired sample means t-test was used to compare each group’s pretest scores to their post test scores. SAT-10 standard scores were used for the comparison. Table 6 on page 16 shows that the gain from pretest to post test was statistically significant (≤.0001) for both groups. The effect size for the lower scoring group was large, while the effect size for the higher scoring group was medium.

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Table 6 Grade 3 CARS & STARS Lower Scoring Group and Higher Scoring Group



Mean Standard


Lower Scoring Group

Pretest 96 558 26.610.046 ≤.0001 .93

Post Test 96 586 33.1

Higher Scoring Group

Pretest 96 619 19.04.143 ≤.0001 .52

Post Test 96 629 25.0

Figure 4 provides a comparison of the standard score increases for the lower and higher pretest scoring groups. The figure shows that the increase in mean standard scores for the lower scoring group was 28 standard score points, while the increase for the higher scoring group was 10 standard score points. While both groups made statistically significant gains, the lower scoring group increased their total standard score by more than twice that of the higher scoring group. This is reflected by the fact that the lower scoring group had a large effect size, and the effect size for the higher scoring group was medium.

Figure 4Grade 3 CARS & STARS Lower Scoring Group and Higher Scoring Group

SAT-10 Pretest and Post Test Standard Score Comparisons

Lower Scoring Group Higher Scoring Group


640

620

600

580

560

540

520

500

558

586

619629


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Figure 5 provides a comparison of the pretest and post test grade equivalent scores for the grade 3 lower and higher scoring students. The figure shows that for the lower scoring group the average grade equivalent score on the pretest was 2.0 and the average grade equivalent score on the post test was 2.8. For the higher scoring group the pretest average grade equivalent score was 4.0 and the post test average grade equivalent score was 4.8.

Figure 5 Grade 3 CARS & STARS Lower Scoring Group and Higher Scoring Group




6.0

5.5

5.0

4.5

4.0

3.5

3.0

2.5

2.0

1.5

1.0

2.0

4.0

2.8

4.8

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Grade 3 CARS Assessment Comparisons

CARS & STARS and Control Group

The statistical significance of the difference between the post test mean standard score on the CARS assessment for both the CARS & STARS treatment group and the control group were compared using an independent sample t-test. Table 7 provides the results showing that the CARS & STARS group scored statistically significantly higher than the control group (≤.0001) on the post tests. The effect size was medium.

Table 7 Grade 3 CARS & STARS Treatment Group and Control Group

CARS Post TestIndependent Sample t-Test Comparisons


Mean Standard


CARS & STARS 185 311 50.83.656 ≤.0001 .51

Control 84 287 49.2


A paired sample means t-test was used to compare the pretest scores for the CARS & STARS group to their post test scores using the CARS assessments. CARS standard scores were used for the comparison. Table 8 shows that the gain from pretest to post test was statistically significant (≤.0001) and the effect size was medium.


CARS Pretest and Post TestPaired Sample t-Test Comparisons


Mean Standard


Pretest 185 289 46.76.948 ≤.0001 .51

Post Test 185 311 50.8


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The final analysis for the CARS assessment results was to compare the students who scored highest on the pretests to those who scored lowest on the pretests. The total group of 185 grade 3 students in the CARS & STARS treatment group was divided into two groups—one group of 93 students and another group of 92 students—based on student pretest scores on the CARS assessment. The lower scoring group had a mean standard score of 249 and scores ranged from 179 to 290. The higher scoring group had a mean of 329 and their scores ranged from 294 to 396.

A paired sample t-test was used to compare the pretest scores for both groups to their post test scores. Table 9 shows that the gain from pretest to post test for the lower scoring group was statistically significant (≤.0001). The effect size for the lower scoring group was large. For students in the higher scoring group, the increase from pretest to post test was not statistically significant. This non-significance is most likely due to the fact that the CARS & STARS tests are criterion-referenced tests, as the higher scoring group scored very high on the pretests and larger gains were therefore not possible.




Mean Standard


Lower Scoring Group

Pretest 93 249 24.18.889 ≤.0001 .93

Post Test 93 287 45.7


Pretest 92 329 25.31.710 Non-Significant —

Post Test 92 336 43.2

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Figure 6 provides a comparison of the standard score increases for the lower and higher pretest scoring groups. The figure shows that the increase in mean standard score for the lower scoring group was 38 standard score points, while the increase for the higher scoring group was only 7 standard score points. While both groups made gains, students in the lower scoring group increased their total standard score by more than four times that of the higher scoring group. This is shown by the large effect size for the lower scoring group and the lack of any effect size for the higher scoring group.


CARS Pretest and Post Test Standard Score Comparisons


n CARS Pretest n CARS Post Test

400

350

300

250

200

249

287329

336


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Grade 7 SAT-10 Assessment Comparisons


A paired sample t-test was used to compare the pretest and post test scores for the CARS & STARS treatment group. The SAT-10 mean standard scores were used for the comparison. Table 10 shows that the gain in mean standard score from pretest to post test was statistically significant (≤.0001) and the effect size was large.




Mean Standard


Pretest 114 626 26.310.626 ≤.0001 1.07

Post Test 114 654 26.3

Figure 7 provides a comparison of the percentage of students scoring above and below 70% correct on the SAT-10. On the pretest, 90% of the students scored below 70% correct, and on the post test that dropped to 47%. The percentage of students scoring 70% or higher went from 10% to 53%.


SAT-10 Pretest and Post Test Comparisons

Below 70% Correct 70% or Higher


100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

90%

10%

47%53%

22 |


Figure 8 provides a comparison of the pretest and post test grade equivalent scores for the grade 7 students. The figure shows that the average grade equivalent score on the pretest was 4.6 and the average grade equivalent score on the post test was 6.5.



Grade Equivalent Scores


7.0

6.0

5.0

4.0

3.0

2.0

1.0

0.0

4.6

6.5


To determine if lower performing students made increases as great as those of higher performing students, an analysis for the SAT-10 results was conducted to compare the pretest scores to the post test scores for students who scored highest on the pretests and those who scored lowest on the pretests. The total group of 114 grade 7 CARS & STARS students was divided into two equal groups of 57 students based on their pretest scores on the SAT-10 assessment. The lower scoring group had a mean score of 606 and scores ranged from 553 to 627. The higher scoring group had a mean score of 646 and their scores ranged from 627 to 683.

A paired sample t-test was used to compare the pretest scores for both groups to their post test scores. SAT-10 standard scores were used for the comparison. Table 11 on page 23 shows that the gain from pretest to post test was statistically significant (≤.0001). The effect size for both the lower scoring and higher scoring groups was large.


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Mean Standard


Lower Scoring Group

Pretest 57 606 199.760 ≤.0001 1.67

Post Test 57 645 27


Pretest 57 646 14.26.049 ≤.0001 .92

Post Test 57 663 22.4

Figure 9 provides a comparison of the pretest and post test grade equivalent scores for the grade 7 lower and higher scoring students. The figure shows that for the lower scoring group the average grade equivalent score on the pretest was 3.3 and the average grade equivalent score on the post test was 5.9. For the higher scoring group the pretest average grade equivalent score was 5.9 and the post test average grade equivalent score was 7.2.





8.0

7.0

6.0

5.0

4.0

3.0

2.0

1.0

0.0

3.3

5.95.9

7.2

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Grade 7 CARS Assessment Comparisons


A paired sample t-test was then used to compare the pretest scores for the CARS & STARS group to their post test scores using the CARS assessment. The sample size was smaller than for the pretest to post test comparison as one teacher was unable to administer the post test due to scheduling problems caused by inclement weather. The total test standard scores were used for the comparison. Table 12 shows that the gain from pretest to post test was statistically significant (≤.0001) and the effect size was large.




Mean Standard


Pretest 79 280 38.58.053 ≤.0001 .89

Post Test 79 320 52.4


The final analysis for the CARS assessment results was to compare the students who scored highest on the pretests to those who scored lowest on the pretests. The total group of 79 grade 7 students in the CARS & STARS treatment group was divided into two groups—one group of 39 students and another group of 40 students—based on their pretest scores on the CARS assessment. The lower scoring group had a mean score of 248 and scores ranged from 197 to 267. The higher scoring group had a mean score of 312 and their scores ranged from 272 to 373.

A paired sample t-test was used to compare the pretest scores to post test scores for both groups. Table 13 on page 25 shows that the gain from pretest to post test was statistically significant (≤.0001). The effect size was large for both the lower scoring group and the higher scoring group.


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Mean Standard


Lower Scoring Group

Pretest 39 248 14.35.694 ≤.0001 1.17

Post Test 39 293 51.2


Pretest 40 312 27.45.769 ≤.0001 1.06

Post Test 40 346 38.5

Figure 10 provides a comparison of the standard score increases for the lower and higher pretest scoring groups. The figure shows that the increase in mean standard score for the lower scoring group was 45 standard score points, while the increase for the higher scoring group was 35 standard score points. While both groups made statistically significant gains, the lower scoring group increased their total standard score by 10 more standard score points than the higher scoring group.


CARS Pretest and Post Test Standard Score Comparisons


n CARS Pretest n CARS Post Test

400

350

300

250

200

248

293 311346

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ConclusionsThe study sought to determine the educational efficacy of a program developed to increase students’ reading strategies. The program, entitled Comprehensive Assessment of Reading Strategies and Strategies to Achieve Reading Success © 2010, is published by Curriculum Associates and is commonly referred to as CARS & STARS.

Two research questions guided the study:

1. Does the Comprehensive Assessment of Reading Strategies and Strategies to Achieve Reading Success © 2010 program improve the reading comprehension strategies of students at grades 3 and 7?

2. Is the Comprehensive Assessment of Reading Strategies and Strategies to Achieve Reading Success © 2010 program equally effective in improving the reading comprehension strategies of lower-performing students as well as higher-performing students at grades 3 and 7?


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Question 1: Does the Comprehensive Assessment of Reading Strategies and Strategies to Achieve Reading Success © 2010 program improve the reading comprehension strategies of students at grades 3 and 7?

Pretest and post test comparisons for the total group of students on both the SAT-10 and CARS assessments were analyzed for grade 3 and grade 7 students. A summary of those results is provided in Tables 14 and 15.

For grade 3, Table 14 shows that the pretest/post test differences for both the SAT-10 and CARS assessments were statistically significant when the CARS & STARS treatment group was compared with the control group and when they were compared from pretest to post test. The effect sizes were medium.

For grade 7, the results in Table 15 show that the pretest/post test differences on both the SAT-10 and the CARS assessments were statistically significant when the CARS & STARS students were compared from pretest to post test. The effect sizes were large.

Table 14 Summary of Grade 3 Comparisons

Differences Statistically Significant? Effect Size of Difference

Grade 3—SAT-10 Assessment

CARS & STARS Treatment Group Pretest to Post Test Yes Medium

CARS & STARS Treatment Group Post Test to Control Group Post Test Yes Medium

Grade 3—CARS Assessment

CARS & STARS Treatment Group Pretest to Post Test Yes Medium

CARS & STARS Treatment Group Post Test to Control Group Post Test Yes Medium

Table 15 Summary of Grade 7 Comparisons

Differences Statistically Significant? Effect Size of Difference

Grade 7—SAT-10 Assessment

CARS & STARS Treatment Group Pretest to Post Test Yes Large

Grade 7—CARS Assessment

CARS & STARS Treatment Group Pretest to Post Test Yes Large

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Question 2: Is the Comprehensive Assessment of Reading Strategies and Strategies to Achieve Reading Success © 2010 program equally effective in improving the reading comprehension strategies of lower-performing students as well as higher-performing students at grades 3 and 7?

Pretest and post test comparisons were analyzed for grade 3 and grade 7 lower and higher pretest scoring students, and a summary of those results is provided in Table 16. The results show that the pretest/post test differences were all statistically significant with the exception of the higher pretest scoring group on the CARS assessments. This may have been the result of the grade 3 higher scoring group scoring quite high on the pretests, and as a result there was not as great an opportunity for increasing scores on the post tests because of a ceiling effect on this criterion-referenced test. The effect sizes for all of the statistically significant comparisons were large, with the exception of the grade 3 higher scoring group on the SAT-10.

Table 16 Summary of Grade 3 and Grade 7

Lower Scoring Group and Higher Scoring GroupPretest and Post Test Comparisons

Students Differences Statistically Significant? Effect Size of Difference

Grade 3 (Lower Scoring Group)

SAT-10 Yes Large

CARS Yes Large

Grade 3 (Higher Scoring Group)

SAT-10 Yes Medium

CARS No --

Grade 7 (Lower Scoring Group)

SAT-10 Yes Large

CARS Yes Large

Grade 7 (Higher Scoring Group)

SAT-10 Yes Large

CARS Yes Large


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The conclusion, substantiated by the data, is that students using the Comprehensive Assessment of Reading Strategies and Strategies to Achieve Reading Success © 2010 made significant gains from pretest to post test. These gains can, of course, in part be attributed to other external variables such as classroom instruction.

On the basis of this study, both research questions can be answered positively.

1. The Comprehensive Assessment of Reading Strategies and Strategies to Achieve Reading Success © 2010 program does improve the reading comprehension strategies of students at grades 3 and 7.

2. The Comprehensive Assessment of Reading Strategies and Strategies to Achieve Reading Success © 2010 program is effective in improving the reading comprehension strategies of both lower-performing students and higher-performing students at grades 3 and 7.

Common Core State Standards for English Language Arts

Correlated to

Comprehensive Assessment of Reading Strategies (CARS® Series ©2010)Strategies to Achieve Reading Success (STARS® Series ©2010)October 2010

Curriculum Associates LLC | Phone: 800-225-0248 | Fax: 800-366-1158 | www.CurriculumAssociates.com

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Common Core State Standards for English Language Arts Correlated to Comprehensive Assessment of Reading Strategies (CARS® Series ©2010) and Strategies to Achieve Reading Success (STARS® Series ©2010)

October 2010

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Kindergarten, Common Core State Standards for English Language Arts

CCSS Code CARS Book K and STARS Book K

Reading Standards for Literature, KindergartenKey Ideas and Details1. With prompting and support, ask and answer questions about key details in a text. K-RL-1 Finding Details3. With prompting and support, identify characters, settings, and major events

in a story.K-RL-3 Finding the Big Idea

Finding DetailsFiguring Things OutMaking a Guess

Craft and Structure5. Recognize common types of texts (e.g., storybooks, poems). K-RL-5 All Reading Strategy LessonsIntegration of Knowledge and Ideas7. With prompting and support, describe the relationship between illustrations and the

story in which they appear (e.g., what moment in a story an illustration depicts).K-RL-7 Putting Things in Order


Reading Standards for Informational Text, KindergartenKey Ideas and Details1. With prompting and support, ask and answer questions about key details in a text. K-RI-1 Finding Details2. With prompting and support, identify the main topic and retell key details of a text. K-RI-2 Finding the Big Idea

Finding DetailsFiguring Things Out

3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

K-RI-3 Understanding What Happens and Why

Integration of Knowledge and Ideas7. With prompting and support, describe the relationship between illustrations and the

text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

K-RI-7 Putting Things in OrderUnderstanding What Happens and Why

8. With prompting and support, identify the reasons an author gives to support points in a text.

K-RI-8 Finding DetailsUnderstanding What Happens and Why

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Kindergarten, Common Core State Standards for English Language Arts

CCSS Code CARS Book K and STARS Book K

Language Standards, KindergartenVocabulary Acquisition and Use5. With guidance and support from adults, explore word relationships and nuances

in word meanings.c. Identify real-life connections between words and their use (e.g., note places at

school that are colorful).K-L-5c All Reading Strategy Lessons

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

K-L-6 All Reading Strategy Lessons

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October 2010

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Grade 1, Common Core State Standards for English Language Arts

CCSS Code CARS Book AA and STARS Book AA

Reading Standards for Literature Grade 1Key Ideas and Details1. Ask and answer questions about key details in a text. 1-RL-1 Finding Details2. Retell stories, including key details, and demonstrate understanding of their central

message or lesson.1-RL-2 Finding Main Idea

Finding DetailsFiguring Things OutMaking a Guess

3. Describe characters, settings, and major events in a story, using key details. 1-RL-3 Finding DetailsPutting Ideas in Order

Integration of Knowledge and Ideas7. Use illustrations and details in a story to describe its characters, setting, or events. 1-RL-7 Finding Details

Putting Ideas in OrderReading Standards for Informational Text Grade 1Key Ideas and Details1. Ask and answer questions about key details in a text. 1-RI-1 Finding Details2. Identify the main topic and retell key details of a text. 1-RI-2 Finding Main Idea

Finding DetailsFiguring Things Out

3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

1-RI-3 Understanding What Happens and WhyPutting Ideas in Order

Craft and Structure6. Distinguish between information provided by pictures or other illustrations and

information provided by the words in a text.1-RI-6 All Reading Strategy Lessons

Integration of Knowledge and Ideas7. Use the illustrations and details in a text to describe its key ideas. 1-RI-7 Finding Main Idea

Figuring Things OutMaking a Guess

8. Identify the reasons an author gives to support points in a text. 1-RI-8 Finding DetailsUnderstanding What Happens and Why

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CCSS Code CARS Book AA and STARS Book AA

Language Standards Grade 1Vocabulary Acquisition and Use5. With guidance and support from adults, explore word relationships and nuances in

word meanings.c. Identify real-life connections between words and their use (e.g., note places at

home that are cozy).1-L-5c All Reading Strategy Lessons

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).

1-L-6 All Reading Strategy Lessons

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October 2010

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CCSS Code CARS Book A and STARS Book A

Reading Standards for Literature Grade 1Key Ideas and Details1. Ask and answer questions about key details in a text. 1-RL-1 Recalling Facts and Details2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

1-RL-2 Finding Main IdeaRecalling Facts and DetailsDrawing Conclusions and Making Inferences

3. Describe characters, settings, and major events in a story, using key details. 1-RL-3 Recalling Facts and DetailsUnderstanding Sequence

Craft and Structure4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

1-RL-4 Finding Word Meaning in ContextDrawing Conclusions and Making Inferences

Integration of Knowledge and Ideas7. Use illustrations and details in a story to describe its characters, setting, or events.

1-RL-7 Reading PicturesUnderstanding Sequence

Range and Level of Text Complexity10. With prompting and support, read prose and poetry of appropriate complexity for grade 1.

1-RL-10 All Reading Strategy Lessons

Reading Standards for Informational Text Grade 1Key Ideas and Details1. Ask and answer questions about key details in a text. 1-RI-1 Recalling Facts and Details2. Identify the main topic and retell key details of a text. 1-RI-2 Finding Main Idea

Recalling Facts and DetailsDrawing Conclusions and Making Inferences

3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

1-RI-3 Recognizing Cause and EffectUnderstanding Sequence

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Craft and Structure4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

1-RI-4 Finding Word Meaning in ContextDrawing Conclusions and Making Inferences

6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

1-RI-6 Reading PicturesDrawing Conclusions and Making Inferences

Integration of Knowledge and Ideas7. Use the illustrations and details in a text to describe its key ideas. 1-RI-7 Reading Pictures

Finding Main IdeaDrawing Conclusions and Making Inferences

8. Identify the reasons an author gives to support points in a text. 1-RI-8 Recalling Facts and DetailsRecognizing Cause and Effect

Range and Level of Text Complexity10. With prompting and support, read informational texts appropriately complex for grade 1.

1-RI-10 All Reading Strategy Lessons

Reading Standards: Foundational Skills Grade 1Fluency4. Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding. 1-RF-4a All Reading Strategy LessonsLanguage Standards Grade 1Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.a. Use sentence-level context as a clue to the meaning of a word or phrase. 1-L-4a Finding Word Meaning in Contextb. Use frequently occurring affixes as a clue to the meaning of a word. 1-L-4b Finding Word Meaning in Contextc. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

1-L-4c Finding Word Meaning in Context

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5. With guidance and support from adults, explore word relationships and nuances in word meanings.b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

1-L-5b Finding Word Meaning in Context

c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).

1-L-5c Drawing Conclusions and Making InferencesMaking Predictions

6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., I named my hamster Nibblet because she nibbles too much because she likes that).

1-L-6 Recognizing Cause and Effect

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CCSS Code CARS Book B and STARS Book B

Reading Standards for Literature Grade 2Key Ideas and Details1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2-RL-1 Recalling Facts and Details

2. Recount stories, including fables and folktales from diverse cultures, and determine message, lesson, or moral.

2-RL-2 Drawing Conclusions and Making InferencesDistinguishing Between Real and Make-believe

3. Describe how characters in a story respond to major events and challenges. 2-RL-3 Recognizing Cause and EffectCraft and Structure4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

2-RL-4 Interpreting Figurative Language

5. Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

2-RL-5 Understanding SequenceRecognizing Cause and Effect

6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

2-RL-6 Comparing and Contrasting

Range and Level of Text Complexity10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.


Reading Standards for Informational Texts Grade 2Key Ideas and Details1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

2-RI-1 Recalling Facts and Details

2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

2-RI-2 Finding Main Idea

3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

2-RI-3 Recognizing Cause and EffectUnderstanding SequenceDrawing Conclusions and Making InferencesMaking Predictions

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CCSS Code CARS Book B and STARS Book B

Craft and Structure4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

2-RI-4 Finding Word Meaning in Context

6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

2-RI-6 Identifying Author’s Purpose

Integration of Knowledge and Ideas8. Describe how reasons support specific points the author makes in a text. 2-RI-8 Distinguishing Between Fact

and OpinionRange and Level of Text Complexity10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.


Reading Standards: Foundational Skills Grade 2Fluency4. Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding. 2-RF-4a All Reading Strategy LessonsLanguage Standards Grade 2Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from a range of strategies.a. Use sentence-level context as a clue to the meaning of a word or phrase. 2-L-4a Finding Word Meaning in Contextc. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).


d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

2-L-4d Finding Word Meaning in Context

5. Demonstrate understanding of word relationships and nuances in word meanings.a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

2-L-5a Interpreting Figurative Language

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October 2010

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CCSS Code CARS Book C and STARS Book C

Reading Standards for Literature Grade 3Key Ideas and Details1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.


2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

3-RL-2 Finding Main IdeaRecalling Facts and DetailsRecognizing Cause and EffectDrawing Conclusions and Making InferencesIdentifying Author’s Purpose Distinguishing Between Real and Make-believe

3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

3-RL-3 Understanding SequenceMaking Predictions

Craft and Structure4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

3-RL-4 Interpreting Figurative Language

6. Distinguish their own point of view from that of the narrator or those of the characters.

3-RL-6 Distinguishing Between Fact and Opinion

Range and Level of Text Complexity10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.


Reading Standards for Informational Text Grade 3Key Ideas and Details1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.


2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

3-RI-2 Finding Main IdeaRecalling Facts and Details

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3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

3-RI-3 Understanding SequenceRecognizing Cause and Effect

Craft and Structure4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.


6. Distinguish their own point of view from that of the author of a text. 3-RI-6 Distinguishing Between Fact and Opinion

Integration of Knowledge and Ideas7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

3-RI-7 Finding Main IdeaRecalling Facts and DetailsUnderstanding SequenceRecognizing Cause and EffectDrawing Conclusions and Making Inferences

8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

3-RI-8 Understanding SequenceRecognizing Cause and EffectComparing and Contrasting

Range and Level of Text Complexity10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.


Reading Standards: Foundational Skills Grade 3Fluency4. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. 3-FS-4a All Reading Strategy LessonsLanguage Standards Grade 3

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Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.a. Use sentence-level context as a clue to the meaning of a word or phrase. 3-L-4a Finding Word Meaning in Context

Interpreting Figurative Languageb. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).


c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).


5. Demonstrate understanding of word relationships and nuances in word meanings.a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).


b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

3-L-5b Making PredictionsDrawing Conclusions and Making Inferences

6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

3-L-6 Understanding SequenceFinding Word Meaning in Context

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October 2010

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CCSS Code CARS Book D and STARS Book D

Reading Standards for Literature Grade 4Key Ideas and Details1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4-RL-1 Making PredictionsDrawing Conclusions and Making Inferences

2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

4-RL-2 Finding Main IdeaRecalling Facts and DetailsSummarizing

3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

4-RL-3 Recalling Facts and DetailsMaking PredictionsDrawing Conclusions and Making Inferences

Craft and Structure4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

4-RL-4 Finding Word Meaning in ContextInterpreting Figurative Language

Range and Level of Text Complexity10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.


Reading Standards for Informational Texts Grade 4Key Ideas and Details1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4-RI-1 Making PredictionsDrawing Conclusions and Making Inferences

2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

4-RI-2 Finding Main IdeaRecalling Facts and DetailsSummarizing

3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.


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Craft and Structure4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.


5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

4-RI-5 Understanding SequenceRecognizing Cause and EffectComparing and Contrasting

Integration of Knowledge and Ideas7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

4-RI-7 Comparing and Contrasting

8. Explain how an author uses reasons and evidence to support particular points in a text.

4-RI-8 Recalling Facts and DetailsDistinguishing Between Fact and OpinionIdentifying Author’s Purpose

Range and Level of Text Complexity10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.


Reading Standards: Foundational Skills Grade 4Fluency4. Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding. 4-FS-4a All Reading Strategy LessonsLanguage Standards Grade 4Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

4-L-4a Finding Word Meaning in Context

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b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).


5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.


b. Recognize and explain the meaning of common idioms, adages, and proverbs. 4-L-5b Interpreting Figurative Languagec. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).


6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

4-L-6 Finding Word Meaning in Context

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October 2010

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CCSS Code CARS Book E and STARS Book E

Reading Standards for Literature Grade 5Key Ideas and Details1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.


3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).


Craft and Structure4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.


6. Describe how a narrator’s or speaker’s point of view influences how events are described.

5-RL-6 Identifying Author’s Purpose

Integration of Knowledge and Ideas9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.


Range and Level of Text Complexity10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band proficiently.


Reading Standards for Informational Texts Grade 5Key Ideas and Details1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.


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3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.


Craft and Structure4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 5 topic or subject area.


Integration of Knowledge and Ideas8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

5-RI-8 Recalling Facts and DetailsDistinguishing Between Fact and OpinionIdentifying Author’s Purpose

Range and Level of Text Complexity10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.


Reading Standards: Foundational Skills Grade 5Fluency4. Read with sufficient accuracy and fluency to support comprehension.a. Read on-level text with purpose and understanding. 5-FS-4a All Reading Strategy LessonsLanguage Standards Grade 5Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.


b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).


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5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figurative language, including similes and metaphors, in context. 5-L-5a Interpreting Figurative Languageb. Recognize and explain the meaning of common idioms, adages, and proverbs. 5-L-5b Interpreting Figurative Languagec. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.


6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

5-L-6 Comparing and ContrastingFinding Word Meaning in Context

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CCSS Code CARS Book F and STARS Book F

Reading Standards for Literature Grade 6Key Ideas and Details1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.


3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

6-RL-3 Understanding SequenceRecogning Cause and Effect

Craft and Structure4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.


Integration of Knowledge and Ideas9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.


Range and Level of Text Complexity10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.


Reading Standards for Informational Texts Grade 6Key Ideas and Details1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.


Craft and Structure

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CCSS Code CARS Book F and STARS Book F

4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

6-RI-4 Finding Word Meaning in ContextInterpreting Figurative Language

5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

6-RI-5 Recognizing Cause and EffectComparing and ContrastingUnderstanding Sequence

6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.


Integration of Knowledge and Ideas8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

6-RI-8 Distinguishing Between Fact and Opinion

Range and Level of Text Complexity10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.


Language Standards Grade 6Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.


b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).


5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., personification) in context. 6-L-5a Interpreting Figurative Languageb. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.


6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.


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CCSS Code CARS Book G and STARS Book G

Reading Standards for Literature Grade 7Key Ideas and Details1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

7-RL-2 Finding Main IdeaRecalling Facts and DetailsUnderstanding SequenceSummarizing

3. Analyze how particular elements of a story of drama interact (e.g., how setting shapes the characters or plot).

7-RL-3 Recognizing Cause and Effect

Craft and Structure4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.


6. Analyze how an author develops and contrasts the point of view of different characters or narrators in a text.


Range and Level of Text Complexity10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.


Reading Standards for Informational Texts Grade 7Key Ideas and Details1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.


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3. Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

7-RI-3 Recognizing Cause and EffectUnderstanding Sequence

Craft and Structure4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.


5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

7-RI-5 Recognizing Cause and EffectComparing and ContrastingUnderstanding Sequence

6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.


Integration of Knowledge and Ideas8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.


Range and Level of Text Complexity10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.


Language Standards Grade 7Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.


b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

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5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.


b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.




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CCSS Code CARS Book H and STARS Book H

Reading Standards for Literature Grade 8Key Ideas and Details1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.


2. Determine a theme or central idea of a text and analyze its development over the course of the text; including its relationship to the characters, setting, and plot; provide an objective summary of the text.

8-RL-2 Finding Main IdeaRecalling Facts and DetailsUnderstanding SequenceSummarizing

3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

8-RL-3 Recognizing Cause and Effect

Craft and Structure4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.


Range and Level of Text Complexity10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.


Reading Standards for Informational Texts Grade 8Key Ideas and Details1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.


2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.


3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

8-RI-3 Comparing and Contrasting

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CCSS Code CARS Book H and STARS Book H

Craft and Structure4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone, including analogies or allusions to other texts.


5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

8-RI-5 Finding Main IdeaRecalling Facts and Details

6. Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.


Integration of Knowledge and Ideas8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.


Range and Level of Text Complexity10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.


Language Standards Grade 8Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.


b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).


5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., verbal irony, puns) in context. 8-L-5a Interpreting Figurative Languageb. Use the relationship between particular words to better understand each of the words.




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Moore Collaborative Committee and the of Education...

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