The Reading Teacher's Sourcebook - PedagoNet

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Figure 4. Guide to Reading Assessment for Secondary Students. Administer beginning of the year (BOY) assessments, consisting of screening measures and diagnostic assessments. Use diagnostic assessments to group students and determine an instructional focus. Set short-term goals with students. Monitor progress of each student receiving intervention to determine any needed changes to grouping or instructional focus. Adapt instructional content, activities, materials and delivery of instruction when needed. Conduct middle of the year (MOY) assessments. Conduct end of the year (EOY) outcome assessments. 18 The Reading Teacher’s Sourcebook
In the early elementary grades, screening measures, brief assessments that focus on the critical skills of reading, are usually administered at the beginning of the school year to all students to determine which students may require interventions. Often, screening assessments provide the first opportunity for teachers in the primary grades to identify potential struggling readers. When teachers determine through screening measures that a student needs intervention, they may decide to conduct more in-depth assessments so that they can analyze a student’s strengths and needs to guide instructional decisions. These more detailed assessments are called diagnostic assessments. Since students in middle and high school have already been through the elementary grades, they may begin the school year already identified by the school district as struggling readers. Many reading teachers in the upper grades already know that their students are struggling readers when the students are assigned to their classes. Typically, middle school struggling readers are identified when they fail to demonstrate adequate reading comprehension proficiency on high-stakes tests or standardized achievement tests. When struggling readers are identified at the end of the school year, schools can make decisions about scheduling accordingly. Schools also screen any new students who come into the school district after school has started. Although secondary teachers might not need to administer screening measures to decide who needs reading support, it is still important for them to conduct diagnostic assessments in order to determine what support students need. Diagnostic assessments can provide teachers valuable information about how to group students and guide instruction. Progress monitoring measures can be given a minimum of three times a year or as often as once a week using multiple test forms. Use a progress monitoring tracking form and have students chart their own progress toward their goals. Seeing the information will help to determine what goals have been met and to set new goals, if appropriate. Teachers can use the progress monitoring data to determine whether students are making adequate growth and whether instruction needs to be changed. Between semesters and at the end of the year, determine whether students will need to continue with intervention or change their instructional focus by giving an outcome assessment, such as year-end standardized tests. These measures provide information about whether students met annual benchmarks and mastered objectives at their grade levels. They should reflect the instruction given during the semester/ year. Often, year-end outcome assessments are accountability assessments required by states in order to comply with the No Child Left Behind Act. The Sequence of Assessment In the primary grades, teachers typically use assessments that will measure a student’s knowledge and skills in phonological awareness, the alphabetic principle, letter-sound correspondence, and word reading. Educators tend to assess young students in a sequence that starts with beginning skills such as letter recognition, sound recognition, and word reading and then progresses along a continuum to more complex skills such as fluency and comprehension (see Figure 5). For example, in kindergarten and first grade, teachers may assess letter-naming ability and phonemic awareness. Being able to rapidly name letters is highly correlated with future reading success (Wagner et al., 1997). Phonemic awareness, including the ability to orally segment a word into individual phonemes (i.e., saying the sounds in the word cat one at a time: /c/ /a/ /t/), is also important for reading progress (National Institute of Child Health and Human Development [NICHD], 2000). As students begin to read connected text, primary-grade teachers begin to assess oral reading fluency, vocabulary, and comprehension. It is important to realize, however, that even though more complex reading behaviors such as comprehension come later in the reading continuum, The Reading Teacher’s Sourcebook 19
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 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: Chapter 1 Overview of Assessment at
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
Page 71 and 72: Part 3 Research-supported Instructi
Page 73 and 74: Sample Lessons in this Book In the
Page 75 and 76: Chapter 6 Comprehension Most strugg
Page 77 and 78: 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).
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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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