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Task 1: Conducts a Curriculum Analysis MSCIN Program, Western Governors University Designing Curriculum and Instruction I — D Conducts a Curriculum Analysis A1: Identify Curriculum The Take Flight curriculum is a comprehensive, structured language therapy program specifically for students with dyslexia. It was developed by Karen Avrit, Clayton Allen, Kathleen Carlsen, Maria Gross, Debra Pierce, and Mary Rumsey at Texas Scottish Rite Hospital in Dallas, Texas. It is designed for small group instruction for 45 minutes, 5 days a week, or 60 minutes, 4 days a week, by a Certified Academic Language Practitioner or Therapist (CALP, CALT). There are seven books to complete the program of 132 lessons. B1: Identify Content Area Books 1 and 2 instruct students in grapheme introduction, phonemic awareness, and spelling. In Book 3, the grapheme-phoneme introductions continue and alternate with review lessons, comprehensive strategies, and oral reading of connected text. Book 1 begins with an introduction to all the consonant sounds in a multisensory way (discovering if the mouth is open or blocked, if the sound is voiced or unvoiced, and a stop or a continuent sound). Books 2 and 3 continue to introduce consonant sounds, grammar, and moves deeper into suffixes, prefixes, and spelling rules with suffixes. Books 6 and 7 focus on the meaning of words by introducing Latin and Greek roots and combining forms while continuing to review spelling and reading rules. (Avrit, Karen (2006). Take Flight: A Comprehensive Intervention for Students with Dyslexia, Etheridge Printing Company of Dallas, Texas, pg iii) The recommended grade level for students receiving this curriculum is mid- 2 nd^ grade and up. Usually, Take Flight is taught between 2 nd^ and 5 th^ grades.
There are supplementary Take Flight books in fluency and comprehension. Lessons in these subject begins at the end of Book 2 and are taught the last 15 minutes of lesson instruction. B2: Explicit Curriculum Take Flight promotes itself because it claims to teach the 5 pillars of reading (phonemic awareness, phonics, vocabulary, fluency, and comprehension) in an explicit, multisensory way, which it does but at the expense of non-academic skills. This paper will specifically focus on the first 3 books in the curriculum (units 1-3) and books 6 and 7 (unit 4), where the focus is on the morphology or meaning of words and word parts (Roots and Combining Forms). St an da rd s a dd re sse d i n Bo ok s 1 - 7 ac co rd i ng to th e C ol or ad o D ep ar t me n t o f Ed uc a t io n : R ea di ng , Wr it i ng , a nd Co mm un i c at i ng St an da rd s ht tp s: / / www.c de .s t at e .c o. us / co re a d in gw ri t in g : 3 rd^ grade: Understand how language functions in different contexts, command a variety of word-learning strategies to assist comprehension, and make effective choices for meaning or style when writing and speaking.
d. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. (CCSS: L.3.5) 4 th^ grade: Understand how language functions in different contexts, command a variety of word-learning strategies to assist comprehension, and make effective choices for meaning or style when writing and speaking.
3. Apply knowledge of spelling patterns (orthography) and word meanings (morphology) to decode multisyllable words and determine the meaning of unknown words. a. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS: RF.4.3) i. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (for example, roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (CCSS: RF.4.3a) b. Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.4.4) i. Read grade-level text with purpose and understanding. (CCSS: RF.4.4a) ii. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS: RF.4.4b) iii. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS: RF.4.4c) c. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. (CCSS: L.4.4) i. Use context (for example: definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. (CCSS: L.4.4a) ii. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (for example: telegraph, photograph, autograph). (CCSS: L.4.4b) iii. Read and understand words with common prefixes (for example: un-, re-, dis-) and derivational suffixes ( for example: -ful, -ly, -ness) iv. Read and understand words that change spelling to show past tense (for example: write/wrote, catch/caught, teach/taught) v. Read multisyllabic words with and without inflectional and derivational suffixes vi. Infer meaning of words using explanations offered within a text
vii. Consult reference materials (for example: dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. (CCSS: L.4.4c) d. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (CCSS: L.4.5) i. Explain the meaning of simple similes and metaphors (for example, as pretty as a picture) in context. (CCSS: L.4.5a) ii. Recognize and explain the meaning of common idioms, adages, and proverbs. (CCSS: L.4.5b) iii. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). (CCSS: L.4.5c) e. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (for example: quizzed, whined, stammered) and that are basic to a particular topic (for example: wildlife, conservation, and endangered when discussing animal preservation). (CCSS: L.4.6) 5 th^ grade: Understand how language functions in different contexts, command a variety of word-learning strategies to assist comprehension, and make effective choices for meaning or style when writing and speaking.
3. Apply knowledge of word meanings (morphology) and word relationships to determine the meaning of unknown words in and out of context. a. Know and apply grade-level phonics and word analysis skills in decoding words. (CCSS.RF.5.3) i. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (for example, roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (CCSS: RF.5.3a) b. Read with sufficient accuracy and fluency to support comprehension. (CCSS: RF.5.4) i. Read grade-level text with purpose and understanding. (CCSS: RF.5.4a) ii. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS: RF.5.4b)
i. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). (CCSS: L.4.1a) ii. Form and use the progressive (for example: I was walking; I am walking; I will be walking) verb tenses. (CCSS: L.4.1b) iii. Use modal auxiliaries (for example: can, may, must) to convey various conditions. (CCSS: L.4.1c) iv. Order adjectives within sentences according to conventional patterns (for example: a small red bag rather than a red small bag). (CCSS: L.4.1d) v. Form and use prepositional phrases. (CCSS: L.4.1e) vi. Use compound subjects (for example: Tom and Pat went to the store) and compound verbs (for example: Harry thought and worried* about the things he said to Jane) to create sentence fluency in writing vii. Produce complete simple, compound, and complex sentences. viii. Recognize and correct inappropriate fragments and run-ons. (adapted from CCSS: L.4.1f) ix. Correctly use frequently confused words (for example: to, too, two; there,* their*). (CCSS: L.4.1g) b. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.4.2) i. Use correct capitalization. (CCSS: L.4.2a) ii. Use commas and quotation marks to mark direct speech and quotations from a text. (CCSS: L.4.2b) iii. Use a comma before a coordinating conjunction in a compound sentence. (CCSS: .4.2c) iv. Spell grade-appropriate words correctly, consulting references as needed. (CCSS: L.4.2d) (Reading, Writing, and Communicating | CDE. (n.d.). https://www.cde.state.co.us/coreadingwriting) B3 Implicit Curriculum The nonacademic skills that are covered in books 1-3 of Take Flight are implicit and left up to the therapist or instructor. The non-academic skills slightly referred to in the curriculum include self-advocacy, confidence building, focus, problem-solving, and organization and time management.
Each lesson in books 1-3 of Take Flight follows a set routine that includes procedures and scripted language for the therapist. This is so the student can fully focus on learning skills of language for reading and spelling. The non-academic skills the procedures teach students are time management (Life and Career Skills) and focus (Character Development). Students are often encouraged by the therapist (this is NOT included in the explicit instruction) to self- advocate (Health and Wellness). One of Take Flight's curriculum procedures includes a discovery section. For example, after a sound is introduced, the student gets a riddle; the answer to the riddle is a word that helps them remember the grapheme. This promotes intrinsic motivation (Character Development) for students to think deeply about the clues given to come up with an answer. All of these non- academic skills contribute to the student's overall confidence and well-being (Social Emotional Learning). A second non-academic area that the Take Flight curriculum addresses is time management (Life and Career Skills). Every step in the curriculum has a procedure that students eventually memorize (because of the repetition). The procedures help students to manage the lessons in an organized way so they can get through them in a timely manner. C1: Nonacademic Skill Development Overall, the Take Flight curriculum strongly emphasizes the development of some specific non- academic skills in the area of Life and Career Skills. The lessons are packed with back-to-back steps and procedures that help students practice time management and problem-solving. There is strong evidence that Take Flight addresses Social Emotional Learning and Health and Wellness in students because, over time, they gain skills and confidence in their reading ability, which promotes positive self-esteem and well-being. C2: Discuss Potential Bias However, the above non-academic skills are not explicitly taught in the curriculum, and it really depends on the therapist conducting the instruction. The areas Take Flight detracts from the development of non-academic skills are the area of Community Engagement and Cultural Competence. There is very little mention of diversity, cultural traditions, and community service. This area of Take Flight non-academic instruction is the weakest and could easily be remedied with some minor changes to instruction. As stated above, the non-academic areas of Community Engagement and Cultural Competence are not formally addressed in any of the fluency passages, word or sentence reading, or comprehension strategies that are taught. Also the non-academic area of Social Emotional Learning is not addressed with Take Flight. Students are often treated like robots that receive input and produce output. Instructors are encouraged to follow the script and not have any side
on the page. The Take Flight curriculum could enhance the lessons they already have by adding short moments of instruction dedicated to non-academic skills like Community Engagement and Cultural Competence, as well as further expand on Life and Career Skills by teaching the meaning of words that students will encounter in the future.
References Avrit, K., Allen, C., Carlsen, K., Gross, M., Pierce, D., and Rumsey, M. (2006). Take Flight: A Comprehensive Intervention for Students with Dyslexia, Books1-3, 6, 7. (Reading, Writing, and Communicating | CDE. (n.d.). https://www.cde.state.co.us/coreadingwriting) Nobles, Louise & Cruz, Ruth. (2020). Making Connections: A Metacognitive Teaching Strategy in Enhancing Students’ Reading Comprehension. Journal of English Education. 5. 49-61. 10.31327/jee.v5i1.1209.
