Why LION? • There is extensive research to support the premise that

the best way to become a better reader is to read more.

• Unfortunately, often the instructional solution for struggling readers is to focus on "skills instruction" rather than connected reading.

• As a result, these vulnerable students usually ends up reading less than their classmates, thereby having fewer opportunities to build competence, a phenomenon Keith Stanovich calls "The Matthew Effect" (Stanovich, 1994).

1

Why LION? • If struggling readers are to increase both the quantity

and quality of their reading, they need reading materials that they can read and will want to read.

• While capable readers often have a wide range of reading interests, and can access texts in a variety of genres and levels of difficulty, struggling readers tend to be more narrowly focused both in terms of interest and ability.

• Finding the "right book" for struggling readers is essential for them to build both confidence and proficiency.

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Why LION? • As far back as 1946, researcher Emmett Betts

suggested that we should be giving students texts in which they could read at least 90 percent of the words and comprehend at least 75 percent of the information enhanced both learning and attitude (Betts, 1946, in Allington, 2001).

• Subsequent research supports the premise that success with learning generates more learning (Allington, 2001). Yet all too often, struggling readers are subjected to texts that are much too difficult for them, that inhibit learning and decrease motivation. (Rog & Krupp, 2015)

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LION for Reading Framework

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• Developed in response to feedback from 1000s of teachers over the last 12+ years

• PK – 12 Reading • Reading Levels for Fiction & Nonfiction

• Emphasis on Vocabulary Development

• Teacher-led & Online Tutorials

LION for Reading Framework • LION follows the common RTI model for outcomes

• LION Outcome ranges can be customized per district

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LION Status LION Outcome Corresponding Tier

Above Level +0.5 or higher 1

On Grade Level 0.0

Bubble -0.5 to -1.0 2

Below Grade Level -1.5 or lower 3

LION for Reading Framework

LION for PK-12 Students

Optional Observational Assessment

Teacher-Based Intervention

Independent Tutorials

Independent Reading

BOY, MOY, EOY

Graphic Organizers Equivalent

Titles

FCRR RWT

LION Tutorials

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Up to 12 Times a

Year

Between Expeditions, Students Should -

• read books at their appropriate level (equivalent title samples included in the LION resources)

• use targeted graphic organizers (included in the LION resources) to assist in comprehension

• use computer-based tutorials to increase skill mastery

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Between Expeditions, Teachers Should -

• encourage students to choose and read books at their independent levels

• provide opportunities to read books at their instructional level with support (teacher or partner)

• use lesson plans (included in the LION resources) to assist struggling students with their reading

• use other LION resources, like videos, worksheets, and other activities to support students struggling with reading

• modify instruction for struggling readers based on the data collected from LION – including comprehension, vocabulary, phonemic awareness, phonics, spelling, and word enrichment

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Between Expeditions, Administrators Should -

• encourage students to choose and read books at their independent levels

• support teachers in providing guided reading instruction to struggling students

• monitor student progress using the Trends reporting engine

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LION for Reading Framework

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Research Based

Diagnostic Assessment Grade Level Appropriate

Universal Screener

Phonemic Awareness

Phonics

Fluency Vocabulary

Compre-hension

Response to Intervention Resources

Research-Based

Resources

FCRR Lessons

FCRR Activities

Read Write Think

TPRI IAG

Student Tutorials

Other

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Adaptive and Individualized

12

Word Knowledge or Previous Instructional Level

Read Assigned Passage

Accuracy OK

Fluency OK

Comprehension Mastered

Has the next higher level passage already been attempted?

Yes

This is the student's

IND Fiction LLL

No

Read Passage One Level

Higher

Comprehension Striving or

Intervention

Has the next lower level passage already been read at IND level?

Yes

This is student's INS Fiction LLL

No

Read Passage One Level

Lower

Fluency Timer

Expires

Accuracy Not OK

Accurate and Predictive

97% of 5th graders identified with LION as “at or above level” passed the STAAR

99% of 1st graders identified with LION as

“within one grade level” are TPRI Tier 1

90% of 5th graders identified with LION as “at or above level” passed the STAAR with 61% (Phase In 2) or higher

91% of 2nd graders identified with LION as

“below level” are TPRI Tier 2

LION Outcomes

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LION Universal Screener • Student’s independent

fiction level

Student Grade Level Criteria

LLL Grade Level

Expectation

LLL Series

Grade 6

Beginning of Year 600 Advanced

Middle of Year 650

End of Year 700

Principal

Grade 7

Beginning of Year

Middle of Year 750

End of Year 800

Dominant

Grade 8

Beginning of Year

Middle of Year 850

End of Year 900

Strategic

Grade 9

Beginning of Year

Middle of Year 950

End of Year 1000

Superior

Grade 10

Beginning of Year

Middle of Year 1050

End of Year 1100

Expert

Grade 11

Beginning of Year

Middle of Year 1150

End of Year 1200

Scholar Grade 12

Beginning of Year

Middle of Year 1250

End of Year 1300

Student Grade Level Criteria

LLL Grade Level

Expectation

LLL Series

Kindergarten

Beginning of Year 000

Emerging Middle of Year 050

End of Year 075

Grade 1

Beginning of Year 100 Beginning

Middle of Year 150

End of Year 200

Developing

Grade 2

Beginning of Year

Middle of Year 250

End of Year 300

Bridging

Grade 3

Beginning of Year

Middle of Year 350

End of Year 400

Intermediate

Grade 4

Beginning of Year

Middle of Year 450

End of Year 500

Proficient

Grade 5

Beginning of Year

Middle of Year 550

End of Year 600 Advanced

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LION Fiction and Nonfiction Passages

LION Literacy Levels 050 (mid-Kindergarten)

and higher

Maximize differentiation by knowing students’ reading

levels in both genres

Similar Reading Levels

Higher Nonfiction

Higher Fiction

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LION Fiction and Nonfiction Passages

• :

Student Level

Fiction Nonfiction

Grade 4 50% 50% Grade 8 45% 55% Grade 12 30% 70%

Our analysis of 2012, 2013, 2014 STAAR Reading assessments found that if passages are organized by fiction/nonfiction instead of literary/informational, there are ~68% nonfiction texts on STAAR

National Assessment of Educational Progress (NAEP) reading framework for college and career readiness identified the specific need for students to emphasize informational text comprehension

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LION Passage and Task Collections C

riter

ia

Adm

in

Wee

k

Col

lect

ion Grade Level Reader

KG

G01

G02

G03

G04

G05

G06

G07

G08

G09

G10

G11

G12

BOY

1 2 A

000 100 200 300 400 500 600 700 800 900 1000 1100 1200 2 5 B

3 8 C

4 11 A

MOY

5 14 B

050 150 250 350 450 550 650 750 850 950 1050 1150 1250 6 17 C

7 20 A

8 23 B

EOY

9 26 C

100 200 300 400 500 600 700 800 900 1000 1100 1200 1300 10 29 A

11 32 B

12 35 C

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Standards Alignment to Comprehension

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DEVELOPING – 200, 250 Task Name TEKS Exp ELPS CCSS

FICTION COMPREHENSION

Sequencing 2.9Fig19E 4F RL.2.5

Recalling Details 2.9Fig19E 4F RL.2.1

Character Details 2.9B 4F RL.2.3

Key Events 2.9Fig19E 4I RL.2.1

Inferencing 2.9Fig19D 4J, 4K RL.2.1

Summarizing 2.9Fig19E 4G, 4I RL.2.2

NONFICTION COMPREHENSION

Sequencing 2.14C 4F RI.2.1

Key Facts & Details (2) 2.14B 4I RI.2.1

Text Features 2.14D 4F RI.2.5

Inferencing 2.14Fig19D 4J, 4K RI.2.2

Summarizing 2.14Fig19E 4G, 4I RI.2.2

VOCABULARY

Multiple Meaning Words 2.5B 4A, 4C L.2.4.A

Synonym 2.5C 4A, 4C L.2.4.A

Antonym 2.5C 4A, 4C L.2.4.A

Context Clues 2.5B 4A, 4C L.2.4.A

For a complete inventory of

reading comprehension

alignment to standards, please

see page 69

Foundation Focus TEKS Vertical Alignment

Reading Level

Pho

nem

ic

Aw

aren

ess

Pho

nic

s

Spel

ling

Pref

ix/

Suff

ix

Lin

gu

isti

c R

oo

ts

Co

nte

xt

Clu

es

Syn

on

ym/

An

ton

ym

An

alo

gie

s

Cre

ativ

e La

ng

uag

e

Fore

ign

Ph

rase

s

Dic

tio

nar

y Sk

ills

Kinder K.2 K.3 K.18

1st Grade 1.2 1.3 1.22

2nd Grade 2.23 2.5A 2.5B 2.5C 2.5D

3rd Grade 3.24 3.4A 3.4B 3.4C 3.4D 3.4E

4th Grade 4.22 4.2A 4.2B 4.2C 4.2D 4.2E

5th Grade 5.22 5.2A 5.2B 5.2C 5.2D 5.2E

6th Grade 6.21 6.2A 6.2B 6.2C 6.2D 6.2E

7th Grade 7.21 7.2A 7.2B 7.2C 7.2D 7.2E

8th Grade 8.21 8.2A 8.2B 8.2C 8.2D 8.2E

9th Grade E1.19 E1.1A E1.1B E1.1C E1.1D E1.1E

10th Grade E2.19 E2.1A E2.1B E2.1C E2.1D E2.1E

11th Grade E3.19 E3.1A E3.1B E3.1C E3.1D E3.1E

12th Grade E4.19 E4.1A E4.1B E4.1C E4.1D E4.1E

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Comprehension TEKS Vertical Alignment Fiction Nonfiction

Reading Level

Sequ

enci

ng

Rec

allin

g D

etai

ls

Cha

ract

er

Det

ails

Key

Eve

nts

Infe

renc

ing

Mai

n Id

ea/

Sum

mar

izin

g

Sequ

enci

ng

Key

Fac

ts

and

Det

ails

Text

Fe

atur

es

Infe

renc

ing

Mai

n Id

ea/

Sum

mar

izin

g

Kinder K.8A K.6A K.8B K.6A K.8F19D K.8F19E K.10B K.10B K.10D K.10F19D K.10F19E

1st Grade 1.9A 1.9A 1.9B 1.9A 1.9F19D 1.9F19E 1.14C 1.14B 1.14D 1.14F19D 1.14F19E

2nd Grade 2.9F19E 2.9F19E 2.9B 2.9F19E 2.9F19D 2.9F19E 2.14C 2.14B 2.14D 2.14F19D 2.14F19E

3rd Grade 3.8A 3.8A 3.8B 3.8A 3.8F19D 3.8F19E 3.13C 3.13A 3.13D 3.13F19D 3.13F19E

4th Grade 4.6A 4.6A 4.6B 4.6A 4.6F19D 4.6F19E 4.11C 4.11A 4.11D 4.11F19D 4.11F19E

5th Grade 5.6A 5.6A 5.6B 5.6B 5.6F19D 5.6F19E 5.11C 5.11B 5.11D 5.11F19D 5.11F19E

6th Grade 6.6A 6.6A 6.6A 6.6A 6.6F19D 6.6F19E 6.10A 6.10D 6.10D 6.10F19D 6.10F19E

7th Grade 7.6B 7.6B 7.6B 7.6B 7.6F19D 7.6F19E 7.10D 7.10D 7.10D 7.10F19D 7.10F19E

8th Grade 8.6B 8.6B 8.6B 8.6B 8.6F19D 8.6F19E 8.10D 8.10D 8.10D 8.10F19D 8.10F19E

9th Grade EI.A.5a EI.A.5a E1.5B EI.A.5a E1.F19B EI.A.5a E1.9A E1.9A E1.9C E1.9F19B E1.9A

10th Grade E2.5A E2.5A E2.5B E2.5A E2.F19B E2.5A E2.9A E2.9A E2.9C E2.9F19B E2.9A

11th Grade E3.5A E3.5A E3.5B E3.5A E3.F19B E3.5A E3.9A E3.9A E3.9C E3.9F19B E3.9A

12th Grade E4.5A E4.5A E4.5B E4.5A E4.F19B E4.5A E4.9A E4.9A E4.9C E4.9F19B E4.9A

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Comprehension TEKS Vertical Alignment

21

Reading Level

Emer

ging

Vo

cabu

lary

Mul

tiple

M

eani

ng

Anto

nym

Syno

nym

Con

text

Clu

es

Kinder K.5A K.5C

1st Grade 1.6C 1.6C 1.6C 1.6C

2nd Grade 2.5B 2.5C 2.5C 2.5B

3rd Grade 3.4B 3.4C 3.4C 3.4B

4th Grade 4.2B 4.2C 4.2C 4.2B

5th Grade 5.2B 5.2C 5.2C 5.2B

6th Grade 6.2B 6.2B 6.2B 6.2B

7th Grade 7.2B 7.2B 7.2B 7.2B

8th Grade 8.2B 8.2B 8.2B 8.2B

9th Grade E1.1A E1.1C E1.1C E1.1B

10th Grade E2.1A E2.1C E2.1C E2.1B

11th Grade E3.1A E3.1C E3.1C E3.1B

12th Grade E4.1A E4.1C E4.1C E4.1B

Intervention and Remediation Progress Monitoring

1 • LION for Reading allows students to be

assessed up to 12 times a year (every 3 weeks)

2 • Once that level is determined, the student is

also given a set of foundational skills at their specific reading level.

3 • This reading level and the foundational skills

shows student reading progress

22

Intervention and Remediation Embedded Teacher Resources

Research- Based

Resources

FCRR Lessons

FCRR Activities

Read Write Think

TPRI IAG

23

Intervention and Remediation Graphic Organizers

Reading improves when students have opportunities to read at their independent level. LION for Reading identifies the student’s independent reading

level for both fiction and nonfiction.

One of the most effective tools for independent (and

instructional) reading is the use of graphic organizers.

LION for Reading’s resource library includes access to over 100 graphic organizers that

have been organized by reading level, genre (fiction/nonfiction),

and skill (e.g. inferencing or character details).

Teachers can quickly access an appropriate graphic organizer for an individual student to use

during their reading time.

24

Intervention and Remediation Equivalent Titles

LION for Reading includes a list of common book titles that can be used to help a student find an appropriate book for their independent reading

25

How to Use LION Results? • Use Tango Trends

trends.tangosoftware.com

• Select the LION module • Select the most recent LION Expedition

26

How to Use LION Results? • Students Tab

• Filter FICTION LEVEL column to show Independent only Why? Because we want to see what level they are reading independently. Also, the Independent Fiction level is the universal screener.

• Sort ON GRADE LEVEL column descending to show lowest students on top Why? Because we want to see which students are reading the farthest below grade level.

• What is the goal for your students’ grade level at this time of year?

• How many students do you have in Tier 1? Tier 2? Tier 3?

27

How to Use LION Results? • Instructional Tab

• Accuracy – the number of words the student marked • Fluency – the time it took to read the story • Comprehension – 5/6 questions correct = mastered • Fiction – why did your Tier 1/2/3 students not make it to the

next higher level? • Nonfiction – why did your Tier 1/2/3 students not make it to the

next higher level? • If Comprehension was the issue, which comprehension keyword

was the weakest?

28

How to Use LION Results? • Analysis Tab – Reference Subtab

• Students are listed 4 times • Fiction independent • Fiction instructional • Nonfiction independent • Nonfiction instructional

• When sending students to the library to find “just right” books, decide on target genre and filter. • Why independent? If you want the students to be reading books

on their own either in class or outside of school • Why instructional? If you want the students to be reading slightly

above level with the support of graphic organizers, another student, or a teacher

• This list will give you guidance when sending students to the library to pick out books.

29

Graphic Organizers • Help students organize their thinking • Facilitate student understanding • Pre-reading – prepare for important themes or

concepts • Notetaking – helps to retain concepts, facts, figures • Summarizing – helps to follow processes, make

inferences, draw conclusions

• www.tango-central.com LIBRARY • LION for Reading • Graphic Organizers

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How to Use LION Results? • Analysis Tab – SE Mastery Subtab

• TEKS are listed by Series (grade level) • Which expectations have the lowest mastery at each grade

level? • How might you use the resource library for remediation for the

TEKS listed

• Analysis Tab – Comparison Subtab • Students are listed with their most recent STAAR reading result. • Remember that STAAR passing scores for Phase 1 are between

53-56% correct. Does that really mean they are reading on grade level?

• Look for students taking the Alternate 2, Accommodated, and L versions of STAAR

• How well does the students’ LION levels match STAAR?

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How to Use LION Results? • Reading Tab – Comprehension Subtab

• Aggregation of students’ results for the comprehension questions

• Item Analysis of the questions/answers

• Reading Tab – Vocabulary Subtab • Remember, only students who are mastered on the

Comprehension are given the Vocabulary questions • Vocabulary is based on the context of the story • Aggregation of students’ results for the vocabulary questions • Item Analysis of the questions/answers

32

How to Use LION Results? • Foundation Tab

• The Foundation Focus will help teachers know which FOUNDATIONAL SKILLS are causing problems for the students in improving their reading

• KG and G1 readers will be tested in Phonological Awareness and Phonics

• All readers will be tested on Spelling • G2 – G12 readers will be tested on (TEKS Based) Vocabulary

Development • Reading Awareness will give the teacher more information

about the students’ reading desires.

33

LION Results Export

Select the SEND TO arrow in the top left corner Select the Export icon Select File Format

34

Student LION Reports • www.tango-central.com • Reports->LION Reports

• Student Reports Student Story Progress Graph Student STAAR TEKS Analysis Report

• Teacher Reports • Teacher Summary Report • Teacher Overall Summary Report • Teacher Benchmark Grade Level Report • District LION-STAAR-Summary Report (will run only for your

students)

35

Student LION Reports

36

Teacher LION Reports

37

Reporting STAAR Comparison

38

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