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each other is a building block that leads to comprehension. 5. Comprehension is the ability to understand what one has read. This includes understanding the plot of a story or the information in an article. It also includes things like recognizing the main idea of an article or being able to compare and contrast different characters in a story. ■ EXEMPTIONS FROM THIRD-GRADE RETENTION Some third graders who score Unsatisfactory on the OCCT reading can be exempted from the retention requirement and be promoted to fourth grade. This is called a good-cause exemption. Good-cause exemptions are only given to the following students: 1. English Language Learners who have had less than two years of instruction in English. 2. Students with disabilities whose IEP indicates the student is to be assessed with the OAAP. 3. Students who demonstrate an acceptable level of perfor-mance (minimum of 45 percent) on an alternative standard-ized reading test approved by the State Board of Education (SAT 10, Iowa Test of Basic Skills, Terranova). 4. Students who demonstrate through a teacher-developed portfolio that they can read on grade level.* 5. Students with disabilities who take the OCCT and have an individualized educational plan (IEP) who still demonstrate a deficiency in reading and was previously retained or was in a transitional grade during kindergarten, first, second, or third grade. 6. Students who have received intensive remediation in reading for two or more years but still demonstrate a deficiency in reading and who have already been retained in kindergarten, first grade, second grade, or third grade for a total of two years. If you believe your child may be eligible for a good-cause exemption, talk to your child’s teacher. For a good-cause exemp-tion to be approved, the following steps must take place: 1. The student’s teacher must submit documentation to the principal. 2. The principal must review the documentation and decide whether or not the student should be promoted. If the principal determines that the student should be promoted, the principal must make the recommendation to the school district superintendent. 3. The school district superintendent must accept or reject the principal’s recommendation that the student be promoted. *The teacher selects the contents of the portfolio. The documents in the portfolio must show that the student has mastered the Oklahoma C3 Standard benchmarks that are assessed by the Grade 3 OCCT Reading. Talk to your child’s teacher to find out more about portfolios. This publication, printed by the State Department of Education Printing Services, is issued by the Oklahoma State Department of Education as authorized by 70 O.S. § 3-104. Six hundred copies have been prepared using 21st Community Learning Centers federal funds at a cost of 9 cents per copy. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries. July 2013. ■ MAKING PROGRESS Midyear Promotion If the child can demonstrate the required reading level before the start of the next school year, he/she may be promoted to fourth grade. If the child achieves the required reading level during the next school year, the child may be promoted to fourth grade prior to November 1. To be pro-moted to fourth grade midyear, the child must demonstrate mastery of third-grade reading skills and beginning fourth-grade reading skills. This will ensure the student has made enough progress to be successful in fourth grade. The student may be given a standardized test, or the teacher may put together a portfolio of the student’s work to demonstrate proficiency. Intensive Acceleration Class If a student has already been retained once in third grade and then scores an Unsatisfactory again, the school must provide an intensive acceleration class that focuses on increasing the child’s reading level at least two grade levels in one school year. The intensive acceleration class must: • Have a reduced teacher-student ratio • Have a high-performing teacher • Provide uninterrupted reading instruction for most of the school day • Give students the opportunity to master the fourth-grade Oklahoma C3 Standards in other core subject areas • Provide intensive language and vocabulary instruction using a scientifically research-based program, including the use of a speech-language therapist • Monitor student progress weekly The district must also offer these students the option of being served in a transitional instructional setting designed to help them meet the fourth-grade Oklahoma C3 Standards, while continuing the remediation of the reading deficiency. ■ FIVE COMPONENTS OF READING Teachers in the early grades work on improving students’ skills in these five components of reading: 1. Phonemic awareness is the ability to hear and manipulate the sounds of spoken language. This includes noticing rhyme and recognizing the separate, small sounds in words (phonemes). 2. Phonics is the understanding of the relationships between the written letters of the alphabet and the sounds of spoken language. This knowledge allows a reader to “decode” words by translating the letters into speech sounds. 3. Fluency is the ability to read quickly, accurately, and with proper expression. 4. Vocabulary includes all the words the reader can understand and use. The more words a child knows, the better he or she will understand what is read. Knowing how words relate to to Learn rsa@sde.ok.gov www.ok.gov/sde
Object Description
Okla State Agency |
Education, Oklahoma State Department of |
Okla Agency Code |
'265' |
Title | iRead to learn |
Authors | Oklahoma. State Department of Education. |
Publisher | Oklahoma State Department of Education |
Publication Date | 2013-07 |
Publication type |
Brochure |
Subject |
Promotion (School)--Oklahoma. Reading (Elementary)--Oklahoma. |
Purpose | This information is for parents of Oklahoma’s third-grade students. It is designed to help parents understand what Oklahoma law says about reading requirements for third-grade students and promotion to fourth grade. It also describes what the school will do to help if your child is reading below grade level. |
OkDocs Class# | E1935.1 I65l 2013 |
Digital Format | PDF, Adobe Reader required |
ODL electronic copy | Downloaded from agency website: http://ok.gov/sde/sites/ok.gov.sde/files/RSA-iRead.pdf |
Rights and Permissions | This Oklahoma state government publication is provided for educational purposes under U.S. copyright law. Other usage requires permission of copyright holders. |
Language | English |
Date created | 2013-12-04 |
Date modified | 2013-12-04 |
OCLC number | 890226565 |
Description
Title | RSA-iRead 1 |
Full text | each other is a building block that leads to comprehension. 5. Comprehension is the ability to understand what one has read. This includes understanding the plot of a story or the information in an article. It also includes things like recognizing the main idea of an article or being able to compare and contrast different characters in a story. ■ EXEMPTIONS FROM THIRD-GRADE RETENTION Some third graders who score Unsatisfactory on the OCCT reading can be exempted from the retention requirement and be promoted to fourth grade. This is called a good-cause exemption. Good-cause exemptions are only given to the following students: 1. English Language Learners who have had less than two years of instruction in English. 2. Students with disabilities whose IEP indicates the student is to be assessed with the OAAP. 3. Students who demonstrate an acceptable level of perfor-mance (minimum of 45 percent) on an alternative standard-ized reading test approved by the State Board of Education (SAT 10, Iowa Test of Basic Skills, Terranova). 4. Students who demonstrate through a teacher-developed portfolio that they can read on grade level.* 5. Students with disabilities who take the OCCT and have an individualized educational plan (IEP) who still demonstrate a deficiency in reading and was previously retained or was in a transitional grade during kindergarten, first, second, or third grade. 6. Students who have received intensive remediation in reading for two or more years but still demonstrate a deficiency in reading and who have already been retained in kindergarten, first grade, second grade, or third grade for a total of two years. If you believe your child may be eligible for a good-cause exemption, talk to your child’s teacher. For a good-cause exemp-tion to be approved, the following steps must take place: 1. The student’s teacher must submit documentation to the principal. 2. The principal must review the documentation and decide whether or not the student should be promoted. If the principal determines that the student should be promoted, the principal must make the recommendation to the school district superintendent. 3. The school district superintendent must accept or reject the principal’s recommendation that the student be promoted. *The teacher selects the contents of the portfolio. The documents in the portfolio must show that the student has mastered the Oklahoma C3 Standard benchmarks that are assessed by the Grade 3 OCCT Reading. Talk to your child’s teacher to find out more about portfolios. This publication, printed by the State Department of Education Printing Services, is issued by the Oklahoma State Department of Education as authorized by 70 O.S. § 3-104. Six hundred copies have been prepared using 21st Community Learning Centers federal funds at a cost of 9 cents per copy. Copies have been deposited with the Publications Clearinghouse of the Oklahoma Department of Libraries. July 2013. ■ MAKING PROGRESS Midyear Promotion If the child can demonstrate the required reading level before the start of the next school year, he/she may be promoted to fourth grade. If the child achieves the required reading level during the next school year, the child may be promoted to fourth grade prior to November 1. To be pro-moted to fourth grade midyear, the child must demonstrate mastery of third-grade reading skills and beginning fourth-grade reading skills. This will ensure the student has made enough progress to be successful in fourth grade. The student may be given a standardized test, or the teacher may put together a portfolio of the student’s work to demonstrate proficiency. Intensive Acceleration Class If a student has already been retained once in third grade and then scores an Unsatisfactory again, the school must provide an intensive acceleration class that focuses on increasing the child’s reading level at least two grade levels in one school year. The intensive acceleration class must: • Have a reduced teacher-student ratio • Have a high-performing teacher • Provide uninterrupted reading instruction for most of the school day • Give students the opportunity to master the fourth-grade Oklahoma C3 Standards in other core subject areas • Provide intensive language and vocabulary instruction using a scientifically research-based program, including the use of a speech-language therapist • Monitor student progress weekly The district must also offer these students the option of being served in a transitional instructional setting designed to help them meet the fourth-grade Oklahoma C3 Standards, while continuing the remediation of the reading deficiency. ■ FIVE COMPONENTS OF READING Teachers in the early grades work on improving students’ skills in these five components of reading: 1. Phonemic awareness is the ability to hear and manipulate the sounds of spoken language. This includes noticing rhyme and recognizing the separate, small sounds in words (phonemes). 2. Phonics is the understanding of the relationships between the written letters of the alphabet and the sounds of spoken language. This knowledge allows a reader to “decode” words by translating the letters into speech sounds. 3. Fluency is the ability to read quickly, accurately, and with proper expression. 4. Vocabulary includes all the words the reader can understand and use. The more words a child knows, the better he or she will understand what is read. Knowing how words relate to to Learn rsa@sde.ok.gov www.ok.gov/sde |
Date created | 2013-12-04 |
Date modified | 2013-12-04 |