Data Analysis Options Correlating the 5 Big
Ideas in Beginning Reading with SEC Reports
Oregon SEC Collaborative
The use of a variety of data sources provides educators with more information with which to
ensure successful beginning reading instruction. However, local data related to classroom
instruction and practice is more difficult to gather and analyze. Surveys of Enacted Curriculum
reports can provide a local data source helpful for staff and data team discussions centered
around curriculum alignment, instructional practice and other factors that influence student
achievement early in the reading process.
Instructional Content
Instructional Content reports provide data on what is taught, the amount of instructional time
spent on a topic, and the level of cognitive demand placed on students. These reports are
available in both coarse and fine grain views in the topic areas related to the five Big Ideas of
Early Reading Instruction: phonemic awareness, alphabetic principle, fluency, vocabulary, and
comprehension. The data provided in these reports can be valuable tools in the curriculum
alignment process.
Coarse grain view comparing The Big Five Oregon reading standards at Grades 1 & 2
The Oregon SEC Collaborative is a partnership between the OAESD Instructional Leadership Council and the Oregon Department
of Education
-1–
SEC 301
(Updated 06.06.07)
Data Analysis Options Correlating the 5 Big
Ideas in Beginning Reading with SEC Reports
Oregon SEC Collaborative
Color denotes time emphasis
of instruction. Placement from
left to right denotes the
cognitive demand level at
which students demonstrate
learning.
Fine grain view of intended reading standards taught at
Grade 1 within topic of Phonemic Awareness
The English Language Arts Survey of Enacted Curriculum will provide fine grain levels of data
on the following standards within each of the Five Big Ideas in Beginning Reading.
Five Big Ideas of Beginning Reading
Phonemic Awareness:
The ability to hear and manipulate the sounds in
spoken words and the understanding that
spoken words and syllables are made up of
sequences of speech sounds.
Alphabetic Principle:
Composed of two parts:

Alphabetic Understanding: Words are
composed of letters that represent
sounds.

Phonological Recoding: Using systematic
relationships between letters and
phonemes (letter-sound correspondence)
to retrieve the pronunciation of an
unknown printed string or to spell words.
Correlated SEC Standards in ELA Survey
 Phoneme Isolation
 Phoneme Blending
 Phoneme Segmentation
 Onset-Rime
 Sound Patterns
 Rhyme Recognition
 Phoneme deletion/substitution
 Alphabet recognition
 Consonants
 Consonant Blends
 Consonant Digraphs (ch, sh, th)
 Dipthongs (oi, ow.ow, oy)
 R-controlled Vowels
 Patterns within Words
 Vowel Letters (a, e, i, o, u, y)
 Vowel Phonemes (15 sounds)
The Oregon SEC Collaborative is a partnership between the OAESD Instructional Leadership Council and the Oregon Department
of Education
-2–
SEC 301
(Updated 06.06.07)
Data Analysis Options Correlating the 5 Big
Ideas in Beginning Reading with SEC Reports
Oregon SEC Collaborative
Fluency:
Reading words with no noticeable cognitive or
mental effort (automaticity). It is having mastered
word recognition skills to the point of
overlearning. Fundamental skills are so
"automatic" that they do not require conscious
attention.
 Prosody (phrasing, intonation, inflection)
 Automaticity of words and phrases
 Speed/Pace
 Accuracy
Vocabulary:
Learners must have access to the meanings of
words to guide them into contemplating known
concepts in novel ways (i.e. to learn something
new).
 Compound words and contractions
 Inflectional forms (-s, -ed, -ing)
 Suffixes, prefixes, and root words
 Word definitions (including new vocabulary)
 Synonyms and Antonyms
 Word or phrase meaning from context
Expressive Vocabulary: Requires a speaker or
writer to produce a specific label for a particular
meaning.
Receptive Vocabulary: Requires a reader to
associate a specific meaning with a given label
as in reading or listening.
Comprehension:
The complex cognitive process involving the
intentional interaction between reader and text to
extract meaning.

the essence of reading

active and intentional thinking in
which the meaning is constructed
through interactions between the test
and the reader (Durkin, 1973)
 Word meaning from context
 Phrase
 Sentence
 Paragraph
 Main Ideas, key concepts
 Narrative elements (events, characters, setting,
plot)
 Text features (index, fonts, glossary)
 Graphics (images, illustrations)
 Expository elements (lists, description,
explanation)
 Technical elements (bullets, instructions,
sidebars)
 Electronic elements (hypertext links, color)
 Strategies (question, infer, visualize)
 Metacognitive process (reflecting about one’s
process)
 Self-correction strategies (fix-up, cueing,
monitoring)
 Fact and opinion
The Oregon SEC Collaborative is a partnership between the OAESD Instructional Leadership Council and the Oregon Department
of Education
-3–
SEC 301
(Updated 06.06.07)
Data Analysis Options Correlating the 5 Big
Ideas in Beginning Reading with SEC Reports
Oregon SEC Collaborative
Instructional Practice and Activities
Along with instructional content, SEC reports can provide information on teacher practice and
instructional activities which lead to greater student success in the area of early reading. What
follows are examples of questions that could be posed about a school or district’s reading
instruction, and the reports which would be valuable for staff or data team discussion.
Question:
Are our students engaged in the most effective instructional activities to promote
reading? How much of the time?
ANSWER: Instructional Activities Results—Chart F
These reports can be disaggregated by:
 Grade level
 Level of Achievement
 Amount of professional development
 Percentage of minority students
 By class size
 By percentage of LEP students
 By percentage of female students
Instructional Activities data provide reports on how much time students spend in reading
activities, including the following:
 Watch teachers demonstrate/model reading processes
 Work with teacher in guided reading practice
 Participate in a student-teacher conference
 Read aloud (e.g. paired reading)
 Listen to teacher read-aloud
 Use a work center/station
 Use graphic organizers
 Silently read books, magazine, articles, or other written material of their own choice.
 Maintain and reflect on a language arts portfolio of their own work
 Engage in the writing process
 Use hands-on materials or manipulatives (e.g., letter tiles, boxes, puppets, costumes)
 Working in pairs or small groups
 Work individually on assignments
 Taking quizzes, tests or assessments
The Oregon SEC Collaborative is a partnership between the OAESD Instructional Leadership Council and the Oregon Department
of Education
-4–
SEC 301
(Updated 06.06.07)
Data Analysis Options Correlating the 5 Big
Ideas in Beginning Reading with SEC Reports
Oregon SEC Collaborative
Question:
When students are engaged in constructing meaning from text activities, how
much of that time do they use to engage various tasks?
ANSWER: Instructional Activities Results—Chart G
The degree of student learning can vary depending on the activity by which students process
their reading comprehension. The following are just a few examples of instructional reading
activities measured by use of frequency.
 Complete English language arts lessons from text
or worksheet
 Write a response or explanation using brief
constructed responses
 Respond creatively to texts
 Relate text to personal experience or prior learning
 Use reading and writing to solve real-world
problems
 Analyze information to make inferences or draw
conclusions
Question: Are we using the best assessment practices to measure our students’ reading
progress?
ANSWER: Assessment Report of Survey of
Enacted Curriculum—Chart J
When teachers use a variety of assessments to
measure student learning, they get a clearer
picture of that learning and where possible reading
intervention may be needed. The Surveys of
Enacted Curriculum give quantitative information
on which types of assessments are used most and
by what number of teachers.
 Objective Question Assessments (e.g. multiple
choice, true/false, matching)
 On-demand literacy tasks (e.g. writing to a
prompt, reading aloud, oral fluency
assessments)
 Students assess their own work using rubrics, checklists, reflective journals
 Teacher monitors student responses and interactions during discussion
The Oregon SEC Collaborative is a partnership between the OAESD Instructional Leadership Council and the Oregon Department
of Education
-5–
SEC 301
(Updated 06.06.07)