The Reading Teacher's Sourcebook - PedagoNet

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1st 10 Minutes 2nd 10 Minutes 3rd 10 Minutes 4th 10 Minutes 5th 10 Minutes Figure 14. Miss Lopez’s Class Schedule. 10-minute Blocks Monday Tuesday Wednesday Thursday Friday Grouping and Focus Grouping and Focus Grouping and Focus Grouping and Focus Grouping and Focus Grouping and Focus Grouping and Focus Grouping and Focus Grouping and Focus Grouping and Focus Wholegroup Direct Instruction: Comprehension Whole-group Review: Comprehension Whole-group Review: Comprehension Wholegroup Direct Instruction: Vocabulary n/a n/a n/a n/a n/a Wholegroup Direct Instruction: Comprehension n/a Whole-group Guided Practice: Comprehension n/a Groups 1 and 2 Independent Practice (Pairs): Comprehension (Text Reading) Group 3 with Teacher: Review Comprehension Lesson; Decoding and Word Recognition Groups 1 and 2 Independent Practice (Pairs): Comprehension (Text Reading) Small Group 3 with Teacher: Review Comprehension Lesson; Decoding and Word Recognition Groups 1 and 3 Independent Practice (Pairs): Comprehension (Text Reading) Group 2 with Teacher: Fluency with Connected Text Groups 1 and 3 Independent Practice (Pairs): Comprehension (Text Reading) Group 2 with Teacher: Fluency with Connected Text Groups 1 and 2 Partner Reading (Pairs): Fluency Group 3 with Teacher: Review Comprehension Lesson; Decoding and Word Recognition Groups 1 and 2 Partner Reading (Pairs): Fluency Small Group 3 with Teacher: Review Comprehension Lesson; Decoding and Word Recognition Groups 1 and 2 Partner Reading: Fluency Group 3 with Teacher: Decoding and Word Recognition Groups 1 and 2 Partner Reading: Fluency Group 3 with Teacher: Decoding and Word Recognition Groups 2 and 3 Independent Practice (Pairs): Comprehension (Text Reading) Group 1 with Teacher: Vocabulary and Comprehension Groups 2 and 3 Independent Practice (Pairs): Comprehension (Text Reading) Group 1 with Teacher: Vocabulary and Comprehension Wholegroup Direct Instruction: Vocabulary n/a Whole-group Guided Practice: Vocabulary n/a Groups 1 and 3 Independent Practice (Pairs): Vocabulary Group 2 with Teacher: Fluency Groups 1 and 3 Independent Practice (Pairs): Vocabulary Group 2 with Teacher: Fluency Progress Monitoring Whole-group Review: Vocabulary Groups 2 and 3 Independent Practice (Pairs): Vocabulary Group 1 with Teacher: Vocabulary and Comprehension Groups 2 and 3 Independent Practice in Pairs: Vocabulary Group 1 with Teacher: Vocabulary and Comprehension Groups 1 and 2 Partner Reading: Fluency and Comprehension n/a Groups 1 and 2 Partner Reading: Fluency and Comprehension Group 3 with Teacher: Review Vocabulary Lesson; Decoding and Word Recognition 40 The Reading Teacher’s Sourcebook
Monday: On Monday, Miss Lopez will teach a comprehension strategy to the entire class for approximately 20 minutes. After this, she will give students guided practice in the strategy (includes reading connected text). During the last 20 minutes of class, Miss Lopez will meet with Group 3, the students who need to focus on word reading and decoding, to support them in practicing the comprehension strategy and to directly teach and provide practice in decoding and word reading, while Groups 1 and 2 continue to read and practice applying the comprehension strategy in pairs. Miss Lopez will assign homework related to the comprehension strategy she taught during this lesson. Tuesday: On Tuesday, Miss Lopez will briefly review the strategy she taught on Monday and review the homework that was assigned. This is important so that she will know whether the students are ready for independent practice. Once she determines they are ready, she will assign independent practice using the strategy. Students will apply the strategy in different levels of text depending on their reading levels. While students are working independently, Miss Lopez will meet with Group 2, and then with Group 3, for 20 minutes each. Wednesday: On Wednesday, Miss Lopez will again start the class with 10 minutes of whole-class review of the comprehension strategy that was taught on Monday. Then she will meet with Group 3 for 20 minutes to continue her instruction in word-reading skills and strategies. During this time, Groups 1 and 2 will partner read to support reading fluency. For the last 20 minutes of the class, Miss Lopez will meet with Group 1 and focus on comprehension and vocabulary while Groups 2 and 3 engage in independent practice of the comprehension strategy during reading of connected text. Thursday: Thursday’s lesson will be similar to Monday’s lesson, but Miss Lopez will focus on teaching a vocabularylearning strategy to the entire class with guided practice. During the last 20 minutes, Miss Lopez will meet with Group 2 to work on fluency while Groups 1 and 3 independently practice the vocabulary strategy in pairs. Again, Miss Lopez will assign homework that aligns with what she taught in class. Friday: On Friday, Miss Lopez will first do a short review with her whole class. She will then meet with Group 1 and then Group 3 while the other students work in pairs on fluency, comprehension, and vocabulary. This schedule is just one example. There are many other ways to design a weekly schedule for effective instruction. Teachers must consider the needs of each student, each small group, and the class as a whole. The needs of the students will dictate the balance between small-group and whole-class instruction, as well as the instructional focus of each lesson. An Alternative Schedule for Reading Intervention Classes If students in a reading intervention class have very similar needs, a schedule such as the one in Figure 15 (on the following page) may be appropriate. The number of minutes dedicated to each activity may be adjusted (or whole activities eliminated) according to the needs reflected on student assessments. At the same time, if many students in the group have severe word reading difficulties, more time should be devoted to systematic instruction in word recognition (see Chapter 9: Word Recognition). The Reading Teacher’s Sourcebook 41
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 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: It is possible for these steps to b
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
Page 95 and 96: Guided Practice Grouping: Whole cla
Page 97 and 98: Figure 24. Level 2 “Putting It To
Page 99 and 100: 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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The Reading Teacher's Sourcebook - PedagoNet

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