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There are so many pieces to the Science of Reading. Here are highlights about what it is -- and what it’s not.

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Portal for Arizona Academic Standards
PAASport

Educators now have a PAASport to an interactive way of exploring academic standards using the Portal for Arizona Academic Standards.

PAASport is a state-of-the-art web application that allows educators to browse, search, and more effectively understand and use Board approved learning standards.

In addition to being an interactive solution, PAASport can inter-operate with other learning tools such as learning management systems, student information systems, and learning online curricula. This is possible through the use of a CASE framework. The Competencies and Academic Standards Exchange ( CASE) by 1EdTech is a framework that allows for a consistent exchange of learning data through a machine-readable format.

What can I do with PAASport?

Using PAASport educators can browse, search, and more effectively use and understand standards. You can copy the text of a standard into your lesson plan, print standards, or even export them ( learn more here).

How do I access PAASport?

PAASport is open and available to all Arizona educators. No account needed! Go to standards.azed.go v to start exploring.

How can I get started with PAASport?

Getting started with PAASport is easy! Simply visit standards.azed.gov and start exploring, and applying, the standards! Check out this helpful one-page "How to" for PAASport as you get started ( learn more here).

Is there a support team available to assist with any questions or issues?

Absolutely! Our dedicated support team is available to provide assistance and address any inquiries or technical issues you may encounter while using the standards portal. Contact us at [email protected] with any questions.

How can I use PAASport with Google Classroom?

You can easily copy the text of a standard into one of your assignments if you'd like to revise them to create student learning objectives in Google Classroom.

Your district can download standards from PAASport to be used within your Student Information System, Report Card (if applicable), or Gradebook (if applicable). A System Administrator for your SIS can reach out to us at [email protected] to learn more.

Is it possible to connect to my LMS?

You can easily copy the text of a standard into one of your assignments if you'd like to revise them to create student learning objectives.

Your district can download standards from PAASport to be used within your Student Information System, Report Card (if applicable), or Gradebook (if applicable). A System Administrator for your SIS can reach out to us at [email protected] to learn more.

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Portal for Arizona Academic StandardsPAASport Educators now have a PAASport to an interactive way of exploring academic standards using the Portal for Arizona Academic Standards. PAASport is a state-of-the-art web application that allows educators to browse, search, and more effectively understand and use Board approved learning standards.

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Tianna Sanchez
Director of K-12 ELA and MOWR

tianna.sanchez@azed.gov

Lauren Spenceley
Secondary ELA Specialist

lauren.spenceley@azed.gov

Michele Rutin
Literacy Coach Coordinator

michele.rutin@azed.gov

Karen Ten Napel
K-5 Literacy and Dyslexia Specialist

karen.tennapel@azed.gov

Katie Lewis
K-5 Literacy and Dyslexia Specialist

katie.lewis@azed.gov

Holly Herriges
K-3 Literacy Lead

holly.herriges@azed.gov

Wendy Logue

Foundational Literacy Coaching Specialist

wendy.logue@azed.gov

Deanna Jergenson

Foundational Literacy Coaching Specialist

deanna.jergenson@azed.gov

Karolyn Corey

K-5 Literacy and Dyslexia Specialist

karolyn.korey@azed.gov

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Go to the box that says "Literacy" to find all of our webpages:

Comprehensive Literacy State Development Grant

Dyslexia

Early Literacy Grant

English Language Arts

K-5 Literacy Endorsement

Literacy Professional Learning

Move On When Reading

Secondary Literacy (Middle and HS)

Science of Reading

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Learning begins at birth and continues throughout every stage of life. The Academic Standards team oversees the standards for learning for children and students in Arizona from birth to high school graduation. The Academic Standards team leads standards work across the state by writing, revising, and implementing the standards with different stakeholders. This team provides professional learning opportunities, resources, guidance, and technical assistance to build educator and caregiver capacity in best practices across the birth through twelfth-grade continuum. The Academic Standards team leads state-level work related to early childhood, literacy, computer science, educational technology, English Language Arts, history and social sciences, math, science, and world and native languages. Academic Standards Annual Report FY23
Teachers Institute and Leading Change 2024 Conference

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Academic Standards Banner.png Learning begins at birth and continues throughout every stage of life. The Academic Standards team oversees the standards for learning for children and students in Arizona from birth to high school graduation. The Academic Standards team leads standards work across the state by writing, revising, and implementing the standards with different stakeholders.

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https://www.azed.gov/mowr/mowr-professional-development

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Listen to Sold a Story on Spotify. Millions of kids can't read well. Scientists have known for decades how children learn to read but many schools are ignoring the research. They buy teacher training and books that are rooted in a disproven idea.

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Heggerty has resources to help you at every step of your literacy journey.

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Stay Informed/Connect as a Resource

Sign up to receive timely early literacy information. Please select Organization from the first drop down and complete the short form if you would like to be included in the Resource Connect section on our website.
*Note: Organizations will be confirmed prior to listing; Read On Arizona reserves the right not to include an organization.

Founding Partners

For a complete list of collaborative partners click here.

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Read On Arizona is our state's early literacy collective impact initiative, with strategic focus on school readiness and third-grade reading.

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Identify decoding strengths and weaknesses with free diagnostic surveys from RGR for targeted literacy instruction.

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Universal Screening: K-2 Reading - International Dyslexia Association

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Screening vs. Diagnostic Assessments — When and How to Use Each One

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PBISWorld Tier 3 interventions are highly targeted and completely individualized behavior strategies specific to each student's behaviors and needs. The Forced Choice Reinforcement Survey assists in determining what incentives each particular student is driven by, prefers, and desires.

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American Educational Research Association, American Psychological Association, and National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: AERA Publications.

Badian, N. A. (1994). Preschool prediction: orthographic and phonological skills, and reading. Annals of Dyslexia, 44(1), 3-25.

Baker, S., Gersten R., Haager, D., & Dingle, M. (2006). Teaching practice and the reading growth of first-grade English learners: Validation of an observation instrument. Elementary School Journal, 107(2), 199-219.

Baker, S. K., & Baker, D. L. (2008). English learners and response to intervention: Improving quality of instruction in general and special education. In E. L. Grigorenko (Ed.), Educating individuals with disabilities: IDEA 2004 and beyond. New York: Springer.

Catts, H. (1991). Early identification of dyslexia: Evidence from a follow-up study of speech-language impaired children. Annals of Dyslexia, 41(1), 163-177.

Compton, D. L., Fuchs, D., Fuchs, L. S., & Bryant, J. D. (2006). Selecting at-risk readers in first grade for early intervention: a two-year longitudinal study of decision rules and procedures. Journal of Educational Psychology, 98(2), 394-409.

Felton, R. H., & Pepper, P. P. (1995). Early identification and intervention of phonological deficits in kindergarten and early elementary children at risk for reading disability. School Psychology Review, 24(3), 405-414.

Foorman, B. R., Fletcher, J. M., Francis, D. J., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at risk children. Journal of Educational Psychology, 90(1), 37-55.

Francis, D. J., Fletcher, J. M., Stuebing, K. K., Lyon, G. R., Shaywitz, B. A., & Shaywitz, S. E. (2005). Psychometric approaches to the identification of LD: IQ and achievement scores are not sufficient. Journal of Learning Disabilities, 38, 98-108.

Fuchs, L. S., Fuchs, D., & Compton, D. L. (2004). Monitoring early reading development in first grade: Word identification fluency versus nonsense word fluency. Exceptional Children, 71(1), 7-21.

Fuchs, L. S., Fuchs, D., & Maxwell, L. (1988). The validity of informal reading comprehension measures. Remedial and Special Education, 9(2), 20-29.

Fuchs, L. S., Fuchs, D., Hosp, M., & Jenkins, J. R. (2001a). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.

Fuchs, D., Fuchs, L. S., Thompson, A., Al Otaiba, S., Yen, L., Yang, N., Braun, M., & O'Connor, R. (2001b). Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers. Journal of Educational Psychology, 93(2), 251-267.

Gersten, R., Dimino, J., & Jayanthi, M. (2008). Reading comprehension and vocabulary instruction: Results of an observation study of first grade classrooms. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Asheville, NC, July 10-12, 2008.

Good, R. H., & Kaminski, R. (2003). Dynamic indicators of basic early literacy skills. Longmont, CO: Sopris West Educational Services.

Good, R. H., Simmons, D. C., & Kame'enui, E. J. (2001). The importance of decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third grade high-stakes outcomes. Scientific Studies of Reading, 5(3), 257-288.

Jenkins, J. R. (2003, December). Candidate measures for screening at-risk students. Paper presented at the Conference on Response to Intervention as Learning Disabilities Identification, sponsored by the National Research Center on Learning Disabilities, Kansas City, MO.

Jenkins, J. R., Hudson, R. F., & Johnson, E. S. (2007). Screening for at-risk readers in a response to intervention framework. School Psychology Review, 36(4), 582-600.

Jenkins, J. R., & O'Connor, R. E. (2002). Early identification and intervention for young children with reading/learning disabilities. In R. Bradley, L. Danielson, and D. P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 99-149). Mahwah, NJ: Erlbaum.

McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). Predicting, explaining, and preventing children's reading difficulties. Learning Disabilities Research & Practice, 16(4), 230-239.

Nunnally, J. (1978). Psychometric theory. New York, NY: McGraw-Hill.

O'Connor, R. E., & Jenkins, J. R. (1999). The prediction of reading disabilities in kindergarten and first grade. Scientific Studies of Reading, 3(2), 159-197.

Scarborough, H. S. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In B. K. Shapiro, P. J. Accardo, & A. J. Capute (Eds.), Specific reading disability: A view of the spectrum (pp. 75-119). Timonium, MD: York Press.

Schatschneider, C. (2006). Reading difficulties: Classification and issues of prediction. Paper presented at the Pacific Coast Regional Conference, San Diego, CA.

Speece, D., & Case, L. (2001). Classification in context: an alternative approach to identifying early reading disability. Journal of Educational Psychology, 93(4), 735-749.

Speece, D., Mills, C., Ritchey, K., & Hillman, E. (2003). Initial evidence that letter fluency tasks are valid indicators of early reading skill. Journal of Special Education, 36(4), 223-233.

Technical report: Texas primary reading inventory (1999 Edition). Retrieved from: http://www.tpri.org/Documents/19981999TechnicalReport.pdf.

Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40(1), 7-26. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive test of phonological processing. Austin, TX: PRO-ED.

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Best Practice for RTI: Universal Screening

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According to research, the Education Department's What Works Clearinghouse finds that the first step in using Response To Intervention to help early elementary-aged students learn to read is to screen all students and regularly monitor students who are at elevated risk of reading problems.

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As educators, we understand the profound impact of effective literacy instruction. That's why we designed the One95 literacy system to empower you with the best resources to develop the strongest readers possible.

It begins with proven literacy instruction products-then the knowledge, resources, and support to make them work.
With One95, you'll find:

Alignment with MTSS/RTI frameworks

Explicit and systematic Tier 1, 2, and 3 instruction

Professional learning and development resources

Extensive science of reading research

Access to literacy experts

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As educators, we understand the profound impact of effective literacy instruction. That's why we designed the One95 literacy system to empower you with the best resources to develop the strongest readers possible. It begins with proven literacy instruction products-then the knowledge, resources, and support to make them work.

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Teaching, Reading, and Learning: The Reading League Podcast

Teaching, Reading, and Learning: The Reading League Podcast elevates important contributions to the educational community, with the goal of inspiring teachers, informing practice, and celebrating people in the community who have influenced teaching and literacy to the betterment of children. The podcast features people whose life stories are compelling and rich in ways that are instructive to us all. The podcast will focus on literacy as we know it (reading and writing) but will also connect to other "literacies" that impact children's learning; for example, emotional, physical, and social literacies as they apply to teachers and children.
Teaching, Reading, and Learning: The Reading League Podcast is taking a short break following our June 2022 episode.

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Teaching, Reading & Learning: The Podcast

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Teaching, Reading & Learning: The Podcast elevates important contributions to the educational community, with the goal of inspiring teachers, informing practice, and celebrating people in the community who have influenced teaching and literacy to the betterment of children.

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What is progress monitoring? How to successfully use progress monitoring in education

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Progress monitoring assessments are crucial for making data-based decisions. Learn how to utilize progress monitoring here.

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Understanding the Relationship Between Orton‑Gillingham, Structured Literacy, and the Science of Reading

Orton-Gillingham

Orton-Gillingham is a highly structured multi-sensory approach that breaks reading and spelling down into smaller skills involving letters and sounds, and then building on these skills over time.

Learn More

Structured Literacy

Structured Literacy supports explicit, sequential, systematic, prescriptive, diagnostic, and cumulative instruction to benefit all learners, both general education and remedial.

Learn More

The Science of Reading

The Science of Reading is a comprehensive body of scientifically-based research about reading and writing that helps to explain how it is that people best learn to read.

Learn More

How to Teach Structured Literacy

Structured Literacy Emphasizes the Structure of Language Through

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Orton-Gillingham | What is Structured Literacy

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Structured Literacy is a highly explicit teaching approach based on the Science of Reading, methodologies like Orton-Gillingham, and all five pillars of literacy.

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Tier 1 instruction - or high-quality, evidence-based classroom instruction - is the heart of the MTSS framework. Good Tier 1 instruction is systematic, differentiated, and explicit.

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McLane, K. (n.d.). Fact Sheet: Benefits of Curriculum-Based Measurement. Washington, D.C.: The National Center on Student Progress Monitoring, American Institutes for Research.

For more information, visit The National Center on Student Progress Monitoring and The National Center on Response to Intervention .

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Fact Sheet: Benefits of Curriculum-Based Measurement

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Curriculum-Based Measurement (CBM), which teachers use on an ongoing basis to track students' progress toward annual goals, offers a number of benefits to parents and students, as well as teachers.

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Differentiated instruction is based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students. This brief looks at how differentiation strategies applied to reading can be designed to help students learn a range of skills including, phonics, comprehension, fluency, word prediction, and story prediction.

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K-2 ROADSHOW TRACK ALL 3 SESSIONS  HH MV

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Teachers are always looking for new ways to engage and educate students. Pinch cards offer simple, but powerful opportunities for students to respond to teacher questions or discussion points. As discussed in a previous blog post, the traditional model of one student responding at a time is ineffective and counterproductive.

There are a number of technology-based response platforms like Kahoot or Mentimeter that are fun and engaging, but require students to have devices. Pinch card responses require nothing but an index card.

Students use the cards by pinching a portion of the card that represents their response and holding it up for the teacher to see. This can be done in face-to-face classrooms or virtually, provided cameras are turned on. The most important component of this response type is ensuring that all students have identical cards. For example, if you are using a multiple choice pinch card, all of the A's must be in the same corner, all of the B's must be in the same corner, etc. As the teacher, you will quickly scan the audience and looking for finger placement.

Multiple Choice

Give each student an index card and ask them to label it with A, B, C, D as in the image. It is VERY IMPORTANT that everybody's card has each letter in the exact same location on the card. Students answer a multiple choice item by pinching the corresponding letter on their card and holding them up for you to see. Simply ask a question, allow thinking/processing time, and prompt the class to all respond together. As the teacher, you know which corner is the correct answer, so you will be able to quickly scan the room and get a feel for how many students are correct.

Agree/Disagree

This is done the same way as the Multiple Choice Response Cards, so I won't beat a dead horse here. I will point out that I prefer Agree/Disagree to True/False. True/False insinuates that there is one correct answer to a closed-ended question. Agree/Disagree allows students to give educated opinions to open-ended questions and offers great opportunities for follow-up discussions. Consider how each option might engage your students.

Emojis

This is my favorite of the response cards and based on years of using them in live presentations, they tend to be favored by a lot of teachers. Students respond to an open-ended question by pinching the corresponding Emoji. You can select the specific Emojis that you want to use. Here are some great questions/prompts to use:

How much do you already know about (today's topic)?

How do you feel about what you have learned so far?

Summarize your opinion of ___________.

Make sure to follow-up with students. You might quickly call on a few students and ask them to explain why they chose the Emoji that they pinched. Better yet, you can ask students to get in groups with others who selected the same Emoji and have robust discussions.

Using Pinch Cards

If you regularly use one or more of the pinch cards during lessons, you will be able to engage students for longer periods of time. You will also find that they benefit from maximum opportunities to interact with the content and with each other.

A word about processing time...

Please remember that these responses are not intended to be a race. You will always have a couple of students who can respond more quickly than others. We are not assessing processing time here. As such, it is a good idea to teach your students that the entire class will pinch their cards and reveal their responses in unison. Providing adequate processing time has been linked to deeper levels of learning.

After giving adequate time for all students to consider how they respond, I like to do countdown. I might say, "Alight everyone, we are all going to reveal our responses by pinching our cards and holding them up in 3, 2, 1....reveal!"
Here is a video recap of this post that is housed on the Visionary Teaching YouTube channel. Happy Teaching!

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How to Engage All of Your Students with Pinch Cards - Visionary Teaching

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Teachers are always looking for new ways to engage and educate students. Pinch cards offer simple, but powerful opportunities for students to respond to teacher questions or discussion points. As discussed in a previous blog post, the traditional model of one student responding at a time is ineffective and counterproductive.