NJDOE Resources and Reading Problems

Let's assume a 6^th grade student, by the end of the grade, has weaknesses in reading. We would then go to the reading goals, which the NTU developed based on the state's cumulative progress indicators (CPIs). Because the CPIs specify student expectations by the end of the grade, deviations may reflect a problem and/or a gap that needs to be closed academically. However, as with most interventions, stakeholders will need to prioritize identified problems, which require interventions. 

Using the 8 strands listed on the reading checklists, a further analysis reveals that in reading the student experiences the most problems with vocabulary and concept development (3.1F), exemplified by his/her inability to:

1.     1.  Infer word meanings from learned roots, prefixes, and suffixes.

2.  Infer specific word meanings in the context of reading passages.

3.  Identify and correctly use antonyms, synonyms, homophones, and homographs.

4.  Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech).

5.  Use a thesaurus to identify alternative word choices and meanings.

Remediation strategies, which can be included in lesson plans, school-based interventions, &/or IEPs:

a. Since the above identified weaknesses in the 1st ( Infer word meanings from learned roots, prefixes, and suffixes) and 2nd (Infer specific word meanings in the context of reading passages.) CPIs for 6th grade are hyperlinked to framework activities and/or vignettes, stakeholders can utilize the corresponding hyperlinked resources  e.g., "Prereading in Social Studies",  and "Vocabulary in Context" to address these identified weaknesses.   

b. The IEP team can then investigate the student's "vocabulary and concept development" skills on the corresponding 5th grade CPIs, or  precursor/prerequisite skills. Although the DOE does not have any additional framework activities or vignettes aligned with these CPIs,  or significantly different CPIs, the IEP needs to address these skills with the district curriculum, supplementary aids and services, as well as the following prerequisite skills noted on the 4th grade CPIs and corresponding framework activities and/or vignettes, if needed:

1.     Infer word meanings from learned roots, prefixes, and suffixes.

Framework Activities:

• The teacher guides students in developing their vocabulary by selecting words of interest or importance from a read-aloud. Teacher and students discuss together the etymology, or origin, of the words found in a dictionary. This information may be recorded in students’ notebooks or on charts displayed in the classroom.
• Students use removable notes to flag pages on which they find words they cannot pronounce or do not understand. They write one word and its line number on each note for reference in a vocabulary lesson that follows.
• The teacher reads Judith Viorst’s story, Alexander and the Terrible, Horrible, No Good, Very Bad Day, aloud to the children. After listening to the story and enjoying the pictures, the students share “bad day” experiences they have had. Then the teacher selects some compound words from the story and asks whether any of these would be good descriptors for their personal bad days. Together, they note the compound nature of the words and offer other compound words that might also be used as their descriptors.

2.     Infer specific word meanings in the context of reading passages.

Framework Activities

• The teacher guides students in developing their vocabulary by selecting words of interest or importance from a read-aloud. Teacher and students discuss together the etymology, or origin, of the words found in a dictionary. This information may be recorded in students’ notebooks or on charts displayed in the classroom.
• Students use removable notes to flag pages on which they find words they cannot pronounce or do not understand. They write one word and its line number on each note for reference in a vocabulary lesson that follows.
• The teacher reads Judith Viorst’s story, Alexander and the Terrible, Horrible, No Good, Very Bad Day, aloud to the children. After listening to the story and enjoying the pictures, the students share “bad day” experiences they have had. Then the teacher selects some compound words from the story and asks whether any of these would be good descriptors for their personal bad days. Together, they note the compound nature of the words and offer other compound words that might also be used as their descriptors.

Vignettes - Exploring Tall Tales

3.      Identify and correctly use antonyms, synonyms, homophones, and homographs.

Framework Activities

• The teacher guides students in developing their vocabulary by selecting words of interest or importance from a read-aloud. Teacher and students discuss together the etymology, or origin, of the words found in a dictionary. This information may be recorded in students’ notebooks or on charts displayed in the classroom.
• Students use removable notes to flag pages on which they find words they cannot pronounce or do not understand. They write one word and its line number on each note for reference in a vocabulary lesson that follows.
• The teacher reads Judith Viorst’s story, Alexander and the Terrible, Horrible, No Good, Very Bad Day, aloud to the children. After listening to the story and enjoying the pictures, the students share “bad day” experiences they have had. Then the teacher selects some compound words from the story and asks whether any of these would be good descriptors for their personal bad days. Together, they note the compound nature of the words and offer other compound words that might also be used as their descriptors.

4.     Use a grade-appropriate dictionary (independently) to define unknown words.

Vignette -  Using Word Origins to Develop Vocabulary

c. Stakeholders can also use the same procedure to identify and address weaknesses on decoding and word recognition skills from previous years' CPIs. 

d. In addition, there is an array of CPI goals and corresponding framework activities, as well as vignettes under speech (word choice) and writing, which can address these identified weaknesses.