The Reading Teacher's Sourcebook - PedagoNet

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TIER I TIER II TIER III Strong Schoolwide Foundation & Content Area Strategies and Routines Strategic Intervention Intensive Intervention Instruction Implementation of a consistent set of instructional routines and activities that have evidence of effectiveness from scientific research Carefully designed and implemented explicit, systematic instruction Carefully designed and implemented explicit, systematic instruction Teachers Science, social studies, math, reading, and English language arts teachers Intervention provided by personnel determined by the school; usually a reading teacher or other interventionist Intensive intervention provided by personnel determined by the school; usually a reading teacher or other interventionist Setting Science, social studies, math, reading, and English language arts classrooms Appropriate setting designated by the school; usually the reading class or supplemental tutoring Appropriate setting designated by the school Grouping Regular content area class groupings Homogeneous instruction provided within class sizes of 10 to 16 students Homogeneous smallgroup instruction (no more than 1:4) Time In all content area classes throughout the school day 30-50 minutes per day for 1-2 semesters 50-60 minutes every day for one or more school years Assessment Schoolwide benchmark assessments at the beginning, middle, and end of the school year Progress monitoring twice a month on target skills to ensure adequate progress and learning; diagnostic assessment to determine the focus and pacing of instruction Progress monitoring twice a month on target skills to ensure adequate progress and learning with instructional changes made when students do not demonstrate adequate growth; diagnostic assessment to determine the focus and pacing of instruction Adapted with permission from Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin. (2005). Introduction to the 3-Tier Reading Model: Reducing reading difficulties for kindergarten through third grade students (4th ed.). Austin, TX: Author. The Reading Teacher’s Sourcebook
Tier I: Schoolwide Strategies and Routines Tier I, the first component of the schoolwide approach, is implemented schoolwide and affects all students in the school. It consists of: • Assuring that there is a safe and positive schoolwide environment in which all student receive quality instruction based on high academic standards. • A schoolwide commitment to support the reading development of all students, supported by strong instructional leadership. • A set of research-validated instructional routines and activities implemented consistently across all content area classes. • Benchmark testing of all students three times per year to identify students who need supplemental reading instruction. • Quality, sustained professional development related to the development of reading skills and strategies in adolescents, with time and opportunities for teachers to collaborate within and across subject areas. Most schools in which students are successful in spite of serious challenges, such as poverty and language differences, have some common characteristics. Educators in these schools have high standards for all their students, based on grade-level expectations, and teachers are committed to providing effective instruction in all classes. Most successful schools have strong instructional leadership, either from the principal or other persons such as team leaders or professional development coordinators. These leaders understand the components of effective instruction for students who perform above average levels, those performing according to grade-level expectations, and those who struggle. Administrators prioritize academic achievement in budgeting and scheduling, and they support teachers who work with challenging students. Educators in effective schools have a firm commitment to the reading success of all their students, and they work together to develop solutions to problems and overcome obstacles. There is a sense of urgency in their approach to reading intervention for students who are still behind when they reach middle school. Finally, effective schools have a safe and positive environment. If students, teachers, and others in the school do not feel that the school is a safe and supportive place that is conducive to learning, the first step in the schoolwide intervention process is to implement schoolwide positive behavior supports or some other consistent and effective strategy. The second part of Tier I is the implementation of effective instructional routines and practices within content area classes to teach students strategies for reading, understanding, and learning from content area text. Implementing these routines should both increase active student involvement and support the learning of all students in the class. Tier I is not designed to turn content area teachers into reading teachers, but to teach students how to read and comprehend content area text. Consider that math text, which is dense with sample problems and concepts, is different from the more narrative format of social studies text. Social studies and science texts often include diagrams and other graphic sources of information that are essential to understanding the content. Finally, literature texts used in English classes include both complex narratives and expository pieces. In addition, each content area has its own specialized vocabulary. Teachers who are knowledgeable in a particular subject area are best able to teach students how to learn from content area text. The Tier I instructional routines are specifically designed to give content area teachers the tools for this instruction. The Reading Teacher’s Sourcebook
Page 1 and 2: Effective Instruction for Middle Sc
Page 3 and 4: Effective Instruction for Middle Sc
Page 5 and 6: Contents Foreword: A Schoolwide App
Page 7 and 8: Word Learning Sample Lesson: Teachi
Page 9 and 10: Position-Reason 345 Semantic Featur
Page 11 and 12: Foreword: A Schoolwide Approach to
Page 13: Figure 2. A Schoolwide Reading Inte
Page 17 and 18: Elements of Strategic Intervention
Page 19 and 20: DEVELOP A PLAN FOR COLLECTING, MANA
Page 21 and 22: Introduction We hope that this guid
Page 23 and 24: Part 1 Assessing Struggling Readers
Page 25 and 26: Phonological awareness Progress mon
Page 27 and 28: Chapter 1 Overview of Assessment at
Page 29 and 30: In the early elementary grades, scr
Page 31 and 32: If the student has low fluency, tea
Page 33 and 34: Chapter 2 Selecting and Administeri
Page 35 and 36: the number of error words from the
Page 37 and 38: Assuming that the rate of reading f
Page 39 and 40: Note that not all difficulties with
Page 41 and 42: Caveats about oral reading fluency
Page 43 and 44: Chapter 3 Using Assessment Results
Page 45 and 46: Figure 11. Results of Miss Lopez’
Page 47 and 48: Figure 12. Miss Lopez’s Groupings
Page 49 and 50: It is possible for these steps to b
Page 51 and 52: Monday: On Monday, Miss Lopez will
Page 53 and 54: Sample Weekly Schedule for Remainde
Page 55 and 56: Part 2 Effective Instruction for St
Page 57 and 58: Statement of objective or purpose T
Page 59 and 60: This phase in the lesson is an exce
Page 61 and 62: Monitor Student Learning Monitoring
Page 63 and 64: Chapter 5 Delivering Effective Inst
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Teacher: That’s right, said. Poin
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Quick Pacing of Lessons Quick pacin
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student might be quiet, but will pr
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Part 3 Research-supported Instructi
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Sample Lessons in this Book In the
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Chapter 6 Comprehension Most strugg
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efore- and during-reading COMPREHEN
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Step #4: Students Asking and Answer
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Student: Find the vowels in the wor
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• Have students record the import
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Figure 20. Previewing Planning Shee
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Preparation 1. Read through the pas
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1. Introduce the Level 1, “right
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Figure 22. Level 1 “Right There
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Preparation Read the passage and id
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Guided Practice Grouping: Whole cla
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Figure 24. Level 2 “Putting It To
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Preparation Read the passage and id
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Note: The goal for Level 3 question
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Figure 26. Level 3 “Making Connec
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minds called mental images. Forming
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Variation Grouping: Whole class 1.
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Figure 27. Mental Imagery Log. MENT
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Materials • Copies of a short pas
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Teacher: What is the most important
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Student: We could use the strategy
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Figure 29. Main Idea Form. MAIN IDE
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Figure 30. Elements of Narrative Te
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Figure 32. Signal Words. Cause-Effe
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Figure 33. Identifying Text Structu
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How to use a graphic organizer Befo
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Know and Learn Charts The Know and
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Figure 40. Cause-Effect Semantic Ma
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Figure 46. Description Graphic Orga
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after-reading sample lesson Summari
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Figure 51. How to Write a Summary.
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Independent Practice Grouping: Part
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Figure 52. Example of Choosing a Su
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State Objective/Purpose Teacher: To
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c. Allow small groups 4-5 minutes t
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Figure 53. Main Idea Log. MAIN IDEA
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Chapter 7 Vocabulary terms to know
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Figure 54. Which Words Do I Teach?
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Here is a helpful checklist for pla
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• Have students keep a journal of
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Preparation Preview the text, looki
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4. If students have difficulty gene
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AFTER READING Grouping: Partners 1.
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Independent Practice 1. Before read
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Figure 62. Sample Criteria Chart fo
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word knowledge sample lesson Semant
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STATE OBJECTIVE/PURPOSE Teacher: To
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Teacher: Now across the top, we are
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A finished chart may look like the
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Allow students to look at their cha
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Figure 71. Sample Vocabulary Writin
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Figure 73. Semantic Feature Analysi
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Objective Students will develop a d
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4. Model completing the Frayer Mode
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Student: If we don’t really under
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word consciousness sample lesson Pr
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2. Ask students to make (with partn
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Monitor Student Learning During the
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Objective The students will use pri
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For example, I might think, “I se
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Generalization Teacher: Did thinkin
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Your completed chart might look lik
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• Decode words quickly and accura
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Objective Students will recognize t
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Write the meaning “to carry” un
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Independent Practice Grouping: Part
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Figure 82. Sample Word Part Clue Ev
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Figure 84. Common Suffixes. SUFFIX
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word learning sample lesson Using C
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Materials • Types of Context Clue
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may consider developing sample sent
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Figure 91. Context Clue Strategy. 1
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Figure 94. Sample Context Clues Cha
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word learning sample lesson The Voc
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Model and Teach Grouping: Whole cla
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Accept responses. raise your hand i
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Teacher: Today I am going to show y
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4. Guide students through Step 3 of
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Chapter 8 Fluency terms to know Aut
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Figure 98. Accuracy Guidelines. Ind
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Partner Reading Acknowledgments Bas
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Partner Reading Routine 1. Partner
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Practice, Practice, Practice Allow
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Progress Monitoring The most effici
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Chapter 9 Word Recognition Acknowle
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What do students need to know about
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3. Read each word part. Remember th
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A sample sequence for teaching the
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It is expected that a comprehensive
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Word Analysis (WA) Instruction/Word
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. Vocabulary Instruction Characteri
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Listening Comprehension Characteris
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Students Who Do Not Respond Adequat
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come to a word that you don’t kno
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word because it is made from the wo
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The next word is piano. Remember th
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word Recognition sample lesson The
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at the end of the word. Let’s rea
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Teacher: I’m going to show you ho
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Point to “press”. Read the part
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Generalization Teacher: How might y
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Part 4 Appendix Appendix Contents P
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Context Clue Strategy 361 Types of
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Planning Checklist for Implementing
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DEVELOP A SCHOOLWIDE PLAN FOR IMPLE
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Characteristics of Effective Reader
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Accuracy Guidelines # of words read
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Sample Instructional Sequence for R
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Guide to Adapting Instruction Adapt
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Previewing Planning Sheet PLANNING
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Level 1 “Right There” Questions
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Level 2 “Putting It Together” Q
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Level 3 “Making Connections” Qu
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Previewing and Questioning Learning
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Question Cards: Red (Front) Level 1
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Question Cards: Red (Back) Level 1
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Question Cards: White (Front) Level
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Question Cards: White (Back) Level
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Question Cards: Blue (Front) Level
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Question Cards: Blue (Back) Level 3
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MENTAL IMAGERY LOG Title: Paragraph
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MAIN IDEA FORM Name(s) ____________
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MAIN IDEA LOG Title of passage: ___
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Signal Words Cause-Effect How or wh
Page 323 and 324:
Identifying Text Structure If the a
Page 325 and 326:
Elements of Narrative Text Examples
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Elements of Expository Text Example
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Story Map Exposition: Conflict: Ris
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Main Idea Web Main Idea The Reading
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K-L Chart Know What do I already kn
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Cause-Effect Chart (Herringbone) Ca
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Cause-Effect Chart (Semantic Map) C
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Cause-Effect Chart (Basic) The Read
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Chronological Ordering/Sequencing T
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Temporal Sequencing The Reading Tea
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Compare/Contrast The Reading Teache
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Description (Web) word or idea The
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Description (Chart) The Reading Tea
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Problem-Solution Solution Problem S
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Problem-Solution-Result Problem Sol
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Position-Reason Position Reason 1 R
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Semantic Feature Analysis Grid Conc
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Frayer Model Non Adapted with permi
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The Origins of English If this is t
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Word Part Clue Evaluation Chart WOR
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Common Prefixes PREFIX % of All Pre
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Common Suffixes SUFFIX % OF ALL SUF
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Common Greek and Latin Roots ROOT O
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Context Clue Strategy 1. Reread the
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Types of Context Clues Type of Cont
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Guide for Context Clues Practice Un
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If you read a word that you do not
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Word _________________________ Voca
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Fluency Chart Name: 150 140 130 120
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Syllable Type Syllable Types Exampl
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Multisyllable Word Reading Strategy
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Guidelines for Reviewing a Reading
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Word Analysis (WA) Instruction/Word
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. Vocabulary Instruction Characteri
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Comprehension Instruction Character
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References Anders, P. L. & Bos, C.
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Diamond, L., & Gutlohn, L. (2006).
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Kame’enui, E. J., & Carnine, D. W
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Rumelhart, D. E. (1980). Schemata:
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Vaughn Gross Center for Reading and
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Resources for the Reading Teacher N
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Burns, P. C., & Roe, B. D. (2002).
Page 409 and 410:
Moats, L. C. (2000). Speech to prin
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