The Reading Teacher's Sourcebook - PedagoNet

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Figure 8. Progress monitoring Tracking Form. Student: 9/1 9/2 9/3 9/4 Text Level 5th-grade text 5th-grade text Score 80 83 Errors 7 3 Accuracy 91% accuracy 97% accuracy Reading Level Instructional level Independent level Figure 9. Progress Monitoring Graph. G rowth in Oral R eading Fluency for David 1 120 110 Words Correct Per Minute 100 90 Score 80 70 60 Story 1 Story 2 Story 3 Story 4 Story 5 Story 6 Story 7 Story 8 Story 9 Story 10 Story 11 Story 12 Story 13 Story 14 Story 15 ORF Administrations S chool Throughout Ye ar the School Year 30 The Reading Teacher’s Sourcebook
Caveats about oral reading fluency in middle school students Many of the guidelines about monitoring students’ progress and establishing benchmarks in oral reading fluency for older students with reading difficulties are based on research with younger children in grades 1–4. Considerably less is known about fluency practices for older students. Consider the following when interpreting fluency rates with older students: • The most important outcome for students is that they can understand and learn from the text they read. If students have below-average fluency but demonstrate average or above-average comprehension, it may not be appropriate to spend considerable time on improving their rate of reading. • Students who read above 90–100 WCPM with 90 percent accuracy in grade-level text may benefit from time spent on enhancing their background knowledge, vocabulary, and/or comprehension rather than on fluency instruction. • Consider the individual needs of adolescent learners, their interest in reading, and motivation to learn as you interpret oral reading fluency scores and develop interventions. Outcome Assessments After a semester or year is completed, it is helpful to administer outcome assessments to determine whether students have attained instructional goals. Some students may be making so much progress that they will not require additional reading instruction. For students who continue in the reading class, administer diagnostic assessments. These assessments may show that some students whose word reading or fluency skills were previously identified as “still developing” may now be classified as “developed.” Based on these assessments, students would be regrouped and the focus of instruction adjusted. The Reading Teacher’s Sourcebook 31
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 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: Note that not all difficulties with
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
Page 79 and 80: Step #4: Students Asking and Answer
Page 81 and 82: Student: Find the vowels in the wor
Page 83 and 84: • Have students record the import
Page 85 and 86: Figure 20. Previewing Planning Shee
Page 87 and 88: Preparation 1. Read through the pas
Page 89 and 90: 1. Introduce the Level 1, “right
Page 91 and 92:
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
Page 293 and 294:
Previewing Planning Sheet PLANNING
Page 295 and 296:
Level 1 “Right There” Questions
Page 297 and 298:
Level 2 “Putting It Together” Q
Page 299 and 300:
Level 3 “Making Connections” Qu
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Previewing and Questioning Learning
Page 303 and 304:
Question Cards: Red (Front) Level 1
Page 305 and 306:
Question Cards: Red (Back) Level 1
Page 307 and 308:
Question Cards: White (Front) Level
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Question Cards: White (Back) Level
Page 311 and 312:
Question Cards: Blue (Front) Level
Page 313 and 314:
Question Cards: Blue (Back) Level 3
Page 315 and 316:
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
Page 327 and 328:
Elements of Expository Text Example
Page 329 and 330:
Story Map Exposition: Conflict: Ris
Page 331 and 332:
Main Idea Web Main Idea The Reading
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K-L Chart Know What do I already kn
Page 335 and 336:
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
Page 343 and 344:
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
Page 357 and 358:
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
Page 391 and 392:
. 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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The Reading Teacher's Sourcebook - PedagoNet

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