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DEVELOP A SCHOOLWIDE PLAN FOR IMPLEMENTING STRATEGIC INTERVENTION (cont.) • Where will strategic intervention be implemented? • Is a system in place for monitoring the progress of strategic intervention students two times per month and using the results to guide instructional decisions? • Are criteria established for entry and exit from strategic intervention? • How will assessment data be used to group and regroup students, to plan targeted instruction, and to make adaptations to ensure students meet grade-level benchmarks/objectives? • Is a system established for problem-solving and decision-making related to strategic intervention? • Is time provided for collaboration among reading intervention teachers? • Is professional development on the progress monitoring instrument, the use of assessment data to inform instruction, and scientific research-based reading instruction planned for intervention teachers? DEVELOP A SCHOOLWIDE PLAN FOR IMPLEMENTING INTENSIVE INTERVENTION. • Who will provide intensive intervention (e.g. specialized reading teacher or special education teacher)? • When and how often will intensive intervention be provided? • Where will intensive intervention be implemented? • What scientific research-based, explicit, systematic program will be used to provide intensive intervention? • Is the relationship of intensive intervention with dyslexia, Section 504, and special education services determined? • Is a system in place for monitoring the progress of intensive intervention students two times per month and using the results to guide instructional decisions? • Are criteria established for entry and exit from intensive intervention? • How will assessment data be used to group and regroup students, to plan targeted instruction, and to make adaptations to ensure students meet grade-level benchmarks/objectives? • Is a system established for problem-solving and decision-making related to intensive intervention? • Is time provided for collaboration among reading intervention teachers? • Is professional development on the progress monitoring instrument, the use of assessment data to inform instruction, and scientific research-based reading instruction planned for intervention teachers? Adapted with permission from Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin. (2005). Implementing the 3-Tier Reading Model: Reducing reading difficulties for kindergarten through third grade students (2nd ed.). Austin, TX: Author. 10 The Reading Teacher’s Sourcebook
Introduction We hope that this guide provides you with some much needed and welcome insight into improving reading outcomes for adolescents with reading problems. As you know, reading problems are not eliminated when students move from elementary to secondary settings. The fact of the matter is that the current state of reading performance for older students is grim. In 2003, the National Assessment of Educational Progress (NAEP) was administered to approximately 343,000 students in grades 4 and 8 across the nation. It is especially concerning that, according to the NAEP data, there was no significant change in progress for students between 1992 and 2003, and grade 8 scores in 2003 actually decreased (U.S. Department of Education, 2003). Fortunately, we have federal legislation in place designed to reduce the number of students falling behind in reading (NCLB, 2002); however, many students in the upper grades still require reading remediation. Ultimately, reading becomes an unpleasant obligation for these students as they struggle to keep up in school and society in general. Over the past decade, students have become responsible for learning more complex content at a rapid pace to cover the material assessed on statewide outcome assessments (Woodruff, Schumaker, & Deshler, 2002). Despite any reading difficulties a secondary student might have, our educational system has expectations that these students will be able to decode fluently and comprehend material with challenging content (McCray et al., 2001). Although research shows that students who fall behind rarely catch up without intensive intervention (see, for example, Juel, 1994), there is some research with older students that does indeed show that students can make significant gains with the proper instruction (Archer, Gleason, & Vachon, 2003). It is essential that districts, schools, classrooms, and teachers are educated about reading instruction and ways to help older struggling readers. In a climate overwhelmed with the idea of leaving no child The Reading Teacher’s Sourcebook 11
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 and 14: Figure 2. A Schoolwide Reading Inte
Page 15 and 16: Tier I: Schoolwide Strategies and R
Page 17 and 18: Elements of Strategic Intervention
Page 19: DEVELOP A PLAN FOR COLLECTING, MANA
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
Page 65 and 66: Teacher: That’s right, said. Poin
Page 67 and 68: Quick Pacing of Lessons Quick pacin
Page 69 and 70: 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
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Identifying Text Structure If the a
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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).
Page 399 and 400:
Kame’enui, E. J., & Carnine, D. W
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Rumelhart, D. E. (1980). Schemata:
Page 403 and 404:
Vaughn Gross Center for Reading and
Page 405 and 406:
Resources for the Reading Teacher N
Page 407 and 408:
Burns, P. C., & Roe, B. D. (2002).
Page 409 and 410:
Moats, L. C. (2000). Speech to prin
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