The Reading Teacher's Sourcebook - The Meadows Center for ...

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GeneralizationTeacher:Can anyone think of where the mental imagery strategy might be useful outside of this class?Student:When we read stories in English class?Teacher:Definitely. What story are you reading in English class right now?Student:We’re reading To Kill a Mockingbird. We’re reading the courtroom scene.Teacher:Oh, I love that book. So what should you be picturing in your mind as you read about thetrial?Student:We should picture the courtroom with the judge and lawyers and all the townspeoplewatching the trial. We should also picture the jury.Teacher:That’s exactly right. So when you go to English class today, pay attention as you are readingand make movies in your minds while you are reading. Tomorrow I am going to ask youwhether making mental images helped you understand what you read in English class.Monitor Student LearningCheck for appropriate responses on mental imagery logs.Periodic Review/Multiple Opportunities to PracticePrepare by reading the text in advance and marking places conducive to creating a mental image. Whilereading with the class, stop at these places and ask students to make mental images. Ask questions aboutthe images. Ask for words in the text that helped students form their images.Periodically remind students to make movies in their mind while they read. Have students writedescriptions or draw pictures of their mental images and give evidence from the text to support theirimages. Asking students to provide evidence is very important.Periodically, or each day for a period of time, have students complete mental imagery logs in pairs orindividually for paragraphs in assigned reading.98The Reading Teacher’s Sourcebook
Figure 27. Mental Imagery Log.MENTAL IMAGERY LOGTitle:Paragraph 1 Paragraph 5Paragraph 2 Paragraph 6Paragraph 3 Paragraph 7Paragraph 4 Paragraph 8Adapted with permission from University of Texas Center for Reading and Language Arts. (2003). Meeting the needs of strugglingreaders: A resource for secondary English language arts teachers. Austin, TX: Author; based on McNeil, J. D. (1992). Readingcomprehension: New directions for classroom practice (3rd ed.). New York: Harper Collins; Wood, K. D., & Harmon, J. M.(2001). Strategies for integrating reading and writing in middle and high school classrooms. Westerville, OH: National MiddleSchool Association; and Gambrell, L. B., & Bales, R. J. (1986). Mental imagery and the comprehension-monitoring of fourth- andfifth-grade poor readers. Reading Research Quarterly, 21, 454–464.The Reading Teacher’s Sourcebook 99
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Effective Instruction for Middle Sc
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Effective Instruction for Middle Sc
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ContentsForeword: A Schoolwide Appr
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Word Learning Sample Lesson:Teachin
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Position-Reason 345Semantic Feature
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Foreword:A Schoolwide Approachto Re
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Figure 2. A Schoolwide Reading Inte
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Tier I: Schoolwide Strategies and R
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Elements of Strategic InterventionI
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DEVELOP A PLAN FOR COLLECTING, MANA
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ehind, an equally valuable goal is
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Cloze testComprehensionDiagnosticas
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16The Reading Teacher’s Sourceboo
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Figure 4. Guide to Reading Assessme
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instruction in these areas is not d
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It may be useful for teachers to ta
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6. Mark errors, including mispronun
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who can read it with only 82 percen
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Figure 8. Progress monitoring Track
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Figure 10. Categories of Secondary
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The steps Miss Lopez followed to fo
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promote use of ineffective strategi
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1st 10Minutes2nd 10 Minutes3rd 10 M
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Figure 15. Sample Instructional Seq
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By middle school, some students who
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• Statement of objective or purpo
Page 58 and 59: In summary, when presenting new inf
Page 60 and 61: Error-correction example (Carnine,
Page 62 and 63: Periodic Review/Multiple Opportunit
Page 64 and 65: Positive feedbackQuick pacing ofles
Page 66 and 67: Examples of scaffolding include but
Page 68 and 69: • You are following the steps of
Page 70 and 71: Another aspect of motivation is rel
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Page 76 and 77: Figure 18. Strategies Used by Effec
Page 78 and 79: taught to self-generate questions i
Page 80 and 81: and 1-2 “what” proper nouns.For
Page 82 and 83: about what you read. You’ll be ab
Page 84 and 85: Independent PracticeGrouping: Partn
Page 86 and 87: efore- and during-readingcomprehens
Page 88 and 89: Daily Review1. Preteach important p
Page 90 and 91: Guided PracticeGrouping: Whole clas
Page 94 and 95: Model and Teach1. Model creating
Page 96 and 97: Monitor Student LearningEach time s
Page 100 and 101: State Objective/PurposeTell student
Page 102 and 103: Independent PracticeGrouping: Partn
Page 104 and 105: during-reading sample lessonMental
Page 106 and 107: 3. Tell the students that you are g
Page 110 and 111: during-reading sample lessonMain Id
Page 112 and 113: Why might a dominant person give an
Page 114 and 115: • After reading an additional par
Page 116 and 117: Figure 28. Sample Partially Complet
Page 118 and 119: during readingIdentifying Text Stru
Page 120 and 121: Figure 31. Elements of Expository T
Page 122 and 123: Description/CategorizationHow somet
Page 124 and 125: 2. Identify the overarching text st
Page 126 and 127: Figure 35. Sample Story Map.Adapted
Page 128 and 129: Figure 38. Sample Partially Complet
Page 130 and 131: Figure 42. Temporal Sequencing Exam
Page 132 and 133: Figure 49. Problem-Solution-Result
Page 134 and 135: State Objective/PurposeTeacher:Toda
Page 136 and 137: Teacher:Once we have underlined the
Page 138 and 139: Monitor Student LearningCheck that
Page 140 and 141: after-reading sample lessonWrap-up/
Page 142 and 143: Students:…him.b. Choral reading (
Page 145 and 146: Figure 53. Main Idea Log.MAIN IDEA
Page 147 and 148: Chapter 7Vocabularyterms to knowAca
Page 149 and 150: Figure 54. Which Words Do I Teach?W
Page 151 and 152: Here is a helpful checklist for pla
Page 153 and 154: • Have students keep a journal of
Page 155 and 156: PreparationPreview the text, lookin
Page 157 and 158: 4. If students have difficulty gene
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AFTER READINGGrouping: Partners1. W
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Independent Practice1. Before readi
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Figure 62. Sample Criteria Chart fo
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word knowledge sample lessonSemanti
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STATE OBJECTIVE/PURPOSETeacher:Toda
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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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ObjectiveStudents will develop a de
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4. Model completing the Frayer Mode
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Student:If we don’t really unders
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word consciousnesssample lessonPrep
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2. Ask students to make (with partn
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Monitor Student LearningDuring the
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ObjectiveThe students will use prio
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For example, I might think, “I se
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GeneralizationTeacher:Did thinking
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Your completed chart might look lik
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• Decode words quickly and accura
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ObjectiveStudents will recognize th
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Write the meaning “to carry” un
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Independent PracticeGrouping: Partn
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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 lessonUsing Co
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Materials• Types of Context Clues
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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 lessonThe Voca
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Model and TeachGrouping: Whole clas
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Accept responses.raise your hand if
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Teacher:Today I am going to show yo
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4. Guide students through Step 3 of
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Chapter 8Fluencyterms to knowAutoma
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Figure 98. Accuracy Guidelines.Inde
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Partner ReadingAcknowledgmentsBased
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Partner Reading Routine1. Partner 1
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Practice, Practice, PracticeAllow s
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Progress MonitoringThe most efficie
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Chapter 9Word RecognitionAcknowledg
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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 InstructionCharacterist
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Listening ComprehensionCharacterist
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Students Who Do Not RespondAdequate
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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 lessonThe M
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at the end of the word. Let’s rea
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Teacher:I’m going to show you how
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Point to “press”.Read the part.
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GeneralizationTeacher:How might you
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Part 4AppendixAppendix ContentsPlan
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Context Clue Strategy 361Types of C
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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 InstructionAdapta
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Previewing Planning SheetPLANNING S
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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 2
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Question Cards: Blue (Front)Level 3
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Question Cards: Blue (Back)Level 3
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MENTAL IMAGERY LOGTitle:Paragraph 1
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MAIN IDEA FORMName(s) _____________
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MAIN IDEA LOGTitle of passage: ____
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Signal WordsCause-EffectHow or why
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Identifying Text StructureIf the au
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Elements of Narrative TextExamples
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Elements of Expository TextExamples
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Story MapExposition:Conflict:Rising
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Main Idea WebMain IdeaThe Reading T
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K-L ChartKnowWhat do I already know
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Cause-Effect Chart (Herringbone)Cau
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Cause-Effect Chart (Semantic Map)Ca
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Cause-Effect Chart (Basic)The Readi
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Chronological Ordering/SequencingTh
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Temporal SequencingThe Reading Teac
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Compare/ContrastThe Reading Teacher
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Description (Web)word or ideaThe Re
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Description (Chart)The Reading Teac
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Problem-SolutionSolutionProblemSolu
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Problem-Solution-ResultProblemSolut
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Position-ReasonPositionReason 1Reas
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Semantic Feature Analysis GridConce
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Frayer ModelNonAdapted with permiss
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The Origins of EnglishIf this is th
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Word Part Clue Evaluation ChartWORD
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Common PrefixesPREFIX% of AllPrefix
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Common SuffixesSUFFIX% OF ALLSUFFIX
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Common Greek and Latin RootsROOT OR
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Context Clue Strategy1. Reread the
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Types of Context CluesType ofContex
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Guide for Context Clues PracticeUnf
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If you read a word that you do not
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Word _________________________Vocab
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Fluency ChartName:15014013012011010
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SyllableTypeSyllable TypesExamplesC
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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 InstructionCharacterist
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Comprehension InstructionCharacteri
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ReferencesAnders, P. L. & Bos, C. S
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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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Resourcesfor the Reading TeacherNOT
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Burns, P. C., & Roe, B. D. (2002).
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Moats, L. C. (2000). Speech to prin
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