The Reading Teacher's Sourcebook - PedagoNet

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Figure 10. Categories of Secondary Struggling Readers. Student needs Adequate skills (good decoding ability, average vocabulary knowledge, can decode fluently) but poor text comprehension Low fluency level and poor text comprehension, but adequate word recognition Weak decoding ability; slow, dysfluent reading; poor text comprehension Severely impaired decoding ability, very low fluency, poor text comprehension Focus on … Comprehension strategies + vocabulary Comprehension strategies + vocabulary + fluency practice with connected text Comprehension strategies + vocabulary + word recognition practice and fluency practice with connected text Explicit, systematic instruction in decoding and word recognition + fluency + vocabulary + comprehension (At this level, each daily lesson includes instruction in word reading as well as opportunities to practice and to apply comprehension strategies reading instructional-level text.) Determining the Instructional Focus Next, Miss Lopez determines her instructional focus based on the results of her assessments. One way to approach this task is to organize all of a class’ assessment data in a table to identify students with similar needs. Figure 11 shows sample eighth-grade data. Miss Lopez gave an ORF measure to her students and then determined who was reading below 100 WCPM. For those students, she gave additional measures to determine why they were not reading fluently. On the table, the letters MB stand for meets benchmark and the letters SD stand for still developing, indicating dimensions of reading for which students have attained grade-level competence or are not yet developed to that level, respectively. 34 The Reading Teacher’s Sourcebook
Figure 11. Results of Miss Lopez’s ORF Testing. Student Name ORF Plan of Action Test of Word Reading Efficiency Plan of Action San Diego Quick Assessment of Reading Ability Plan of Action Elizabeth S. 77 CT SD CT SD DT Ryan W. 62 CT SD CT SD DT Aaron S. 162 DT Jose D. 103 DT Bernardo K. 179 DT Juan G. 85 CT SD CT SD DT Maria P. 52 CT SD CT SD DT Rueben S. 154 DT Ghani R. 155 DT Antonio Z. 89 CT MB DT Isabella B. 170 DT Andre S. 95 CT MB DT Alexandra D. 87 CT MB DT Justin B. 98 CT MB DT Jacob B. 99 CT MB DT Note: CT = Continue Testing; DT = Discontinue Testing (see Figure 12 for instructional focus); SD = Still Developing; MB = Meets Benchmark. 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. The Reading Teacher’s Sourcebook 35
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 and 40: Note that not all difficulties with
Page 41 and 42: Caveats about oral reading fluency
Page 43: Chapter 3 Using Assessment Results
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
Page 93 and 94: 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
Page 253 and 254:
Word Analysis (WA) Instruction/Word
Page 255 and 256:
. 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
Page 281 and 282:
Planning Checklist for Implementing
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DEVELOP A SCHOOLWIDE PLAN FOR IMPLE
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Characteristics of Effective Reader
Page 287 and 288:
Accuracy Guidelines # of words read
Page 289 and 290:
Sample Instructional Sequence for R
Page 291 and 292:
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
Page 301 and 302:
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
Page 309 and 310:
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: ___
Page 321 and 322:
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
Page 333 and 334:
K-L Chart Know What do I already kn
Page 335 and 336:
Cause-Effect Chart (Herringbone) Ca
Page 337 and 338:
Cause-Effect Chart (Semantic Map) C
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Cause-Effect Chart (Basic) The Read
Page 341 and 342:
Chronological Ordering/Sequencing T
Page 343 and 344:
Temporal Sequencing The Reading Tea
Page 345 and 346:
Compare/Contrast The Reading Teache
Page 347 and 348:
Description (Web) word or idea The
Page 349 and 350:
Description (Chart) The Reading Tea
Page 351 and 352:
Problem-Solution Solution Problem S
Page 353 and 354:
Problem-Solution-Result Problem Sol
Page 355 and 356:
Position-Reason Position Reason 1 R
Page 357 and 358:
Semantic Feature Analysis Grid Conc
Page 359 and 360:
Frayer Model Non Adapted with permi
Page 361 and 362:
The Origins of English If this is t
Page 363 and 364:
Word Part Clue Evaluation Chart WOR
Page 365 and 366:
Common Prefixes PREFIX % of All Pre
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Common Suffixes SUFFIX % OF ALL SUF
Page 369 and 370:
Common Greek and Latin Roots ROOT O
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Context Clue Strategy 1. Reread the
Page 373 and 374:
Types of Context Clues Type of Cont
Page 375 and 376:
Guide for Context Clues Practice Un
Page 377 and 378:
If you read a word that you do not
Page 379 and 380:
Word _________________________ Voca
Page 381 and 382:
Fluency Chart Name: 150 140 130 120
Page 383 and 384:
Syllable Type Syllable Types Exampl
Page 385 and 386:
Multisyllable Word Reading Strategy
Page 387 and 388:
Guidelines for Reviewing a Reading
Page 389 and 390:
Word Analysis (WA) Instruction/Word
Page 391 and 392:
. Vocabulary Instruction Characteri
Page 393 and 394:
Comprehension Instruction Character
Page 395 and 396:
References Anders, P. L. & Bos, C.
Page 397 and 398:
Diamond, L., & Gutlohn, L. (2006).
Page 399 and 400:
Kame’enui, E. J., & Carnine, D. W
Page 401 and 402:
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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