The Common Core Standards 6th

grade

READ 180 compliance

Ensure that pronouns are in

the proper case (subjective,
objective, possessive)
Use intensive pronouns (e.g.,
myself, ourselves).
Recognize and correct
inappropriate shifts in
pronoun number and person.
Recognize and correct vague
pronouns (i.e., ones with
unclear or ambiguous
antecedents).*
Recognize variations from
standard English in their own
and others' writing and
speaking, and identify and use
strategies to improve
expression in conventional
language.*
Demonstrate command of the
conventions of standard
English capitalization,
punctuation, and spelling
when writing.
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.
Demonstrate understanding
of figurative language, word
relationships, and nuances in
word meanings.
Use knowledge of language
and its conventions when
writing, speaking, reading, or
listening.
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.
Cite textual evidence to
support analysis of what the
text says explicitly as well as
inferences drawn from the
text.
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.
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.
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
Analyze how a particular
sentence, chapter, scene, or
stanza fits into the overall
structure of a text and
contributes to the
development of the theme,
setting, or plot.
Explain how an author
develops the point of view of
the narrator or speaker in a
text.
Compare and contrast the
experience of reading a story,
drama, or poem to listening to
or viewing an audio, video, or
live version of the text,
including contrasting what
they "see" and "hear" when
reading the text to what they
perceive when they listen or

watch.
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.
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.

Title: Read 180

Publisher/Website address: Scholastic
(http://read180.scholastic.com/about/components/stagea/student-software)
Cost: can be purchased through grants available through IDEA and Title 1
Notable System Requirements: Requires time spent in class and in the home working
on the program. The READ 180 curriculm is set up in units. The design helps students to
focus on specific concepts as the difficulty grows. Test types are standard and a part of
the curriculm.
Purpose (Goals): To help struggling readers through an intense personalized program.
Read 180 is an interactive program that allows you to connect reading to technology. It
focuses on using small and whole group strategies.
Structure: Instructional blended model: whole group, small group instruction, instructional
software, model and independent reading, and whole group wrap up.
Special Features: The program offers section developed to help students with special
needs. RTI alignments are included in program. There are stages A,B, and C to help

readers on all different levels through the school years. Includes personalized plans for
instruction and meets state standards.
Strengths: Five interactive learning zones, assessment and achievement managers,
encouraging and organized software. Uses principles of UDL to make software more
accessible and includes a multi-tiered system of support to scaffold those who's struggle
even with assistance with the program. The program is adaptable. I like that it gives you
an outline f what to say and how to teach concepts to all ranges.
Weaknesses: Intensive software could possibly be overwhelming to a student with a
disability and the will not let you move on until correct answer is found. The themed
united seem redundant.
Summary: I enjoy the set up of READ-180 because it is beneficial for both teacher and
student. Students are able to see the progress they are making and customize their
dashboard using voice recordings. While teacher can track individual progress and
struggles. Read 180 is also designed to test and differentiate instruction for students who
have disabilities. My only complaint with the program is that it could be easy not to
utilize all of the different software if you have not been trained to use if..I find that it meets
several criteria for RTI and UDL principles. I really enjoyed teaching from READ 180. I do
think that it aligns well with the CCSS.