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

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The components of the approach are:• A solid foundation of high standards, strong leadership, instructional excellence, and a safe andpositive school environment.• Common instructional routines and strategies implemented across content areas to engage contentteachers (i.e., math, social studies, science, English language arts) in teaching students content areavocabulary and practices for comprehending content area academic text.• Strategic instruction provided in reading classes or intervention settings.• Intensive intervention for students with more serious reading difficulties.These components are described in detail in the following sections. Figure 1 presents an overview ofessential elements of each component.Figure 1. 3-Tier Diagram.TIER III:Students with severe reading difficulties;students who do not respond adequatelyto Tier IITIER II:Students with reading difficultiesthat cannot be addressedsufficiently in Tier IIntensiveInterventionStrategicInterventionTIER I:All studentsCommon Content Area Comprehensionand Vocabulary StrategiesHigh Standards; Effective Instruction;Instructional Leadership; Schoolwide Commitment;Safe and Positive School ClimateThe Reading Teacher’s Sourcebook
Figure 2. A Schoolwide Reading Intervention Approach for Middle School.TIER I TIER II TIER IIIStrong SchoolwideFoundation &Content Area Strategiesand RoutinesStrategic InterventionIntensive InterventionDefinitionInstructional routines andactivities implementedby content area teachersin the general educationsetting to supportvocabulary and readingdevelopment for allstudents; implementedwithin a safe and positiveschool environmentin which there is aschoolwide commitmentto excellenceReading classes orsmall-group instructionspecifically designed toaccelerate the readinggrowth of students withmarked reading difficultiesSpecifically designedand customized readinginstruction deliveredin small groups orindividually to studentswith serious and persistentreading difficultiesStudentsAll students in contentarea classesStudents with markedreading difficultiesStudents with severeand persistent readingdifficulties; students whodo not make sufficientprogress in strategicinterventionFocusAcademic vocabularyand comprehensionof academic text;collaboration amongcontent area and readingteachers within a safeand positive schoolwideenvironmentMultisyllable wordrecognition, fluency,vocabulary, readingcomprehensionPhonemic awareness,word recognition,fluency, vocabulary,and comprehension;individualized to addressspecific needs of thestudentsProgram None Specialized, scientificresearch-based readingprogram(s) emphasizingword recognition,fluency, vocabulary, andcomprehensionSpecialized, systematic,scientific research-basedreading program(s)emphasizing the specificareas of needs of individualstudents(figure continued on the next page)The Reading Teacher’s Sourcebook
Page 1 and 2: Effective Instruction for Middle Sc
Page 3 and 4: Effective Instruction for Middle Sc
Page 5 and 6: ContentsForeword: A Schoolwide Appr
Page 7 and 8: Word Learning Sample Lesson:Teachin
Page 9 and 10: Position-Reason 345Semantic Feature
Page 11: Foreword:A Schoolwide Approachto Re
Page 15 and 16: Tier I: Schoolwide Strategies and R
Page 17 and 18: Elements of Strategic InterventionI
Page 19 and 20: DEVELOP A PLAN FOR COLLECTING, MANA
Page 22 and 23: ehind, an equally valuable goal is
Page 24 and 25: Cloze testComprehensionDiagnosticas
Page 26 and 27: 16The Reading Teacher’s Sourceboo
Page 28 and 29: Figure 4. Guide to Reading Assessme
Page 30 and 31: instruction in these areas is not d
Page 34 and 35: It may be useful for teachers to ta
Page 36 and 37: 6. Mark errors, including mispronun
Page 38 and 39: who can read it with only 82 percen
Page 40 and 41: Figure 8. Progress monitoring Track
Page 44 and 45: Figure 10. Categories of Secondary
Page 46 and 47: The steps Miss Lopez followed to fo
Page 48 and 49: promote use of ineffective strategi
Page 50 and 51: 1st 10Minutes2nd 10 Minutes3rd 10 M
Page 52 and 53: Figure 15. Sample Instructional Seq
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Page 56 and 57: • Statement of objective or purpo
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Periodic Review/Multiple Opportunit
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Positive feedbackQuick pacing ofles
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Examples of scaffolding include but
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• You are following the steps of
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Another aspect of motivation is rel
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their reading. It is helpful for an
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64The Reading Teacher’s Sourceboo
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Figure 18. Strategies Used by Effec
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taught to self-generate questions i
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and 1-2 “what” proper nouns.For
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about what you read. You’ll be ab
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Independent PracticeGrouping: Partn
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efore- and during-readingcomprehens
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Daily Review1. Preteach important p
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Guided PracticeGrouping: Whole clas
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Model and Teach1. Model creating
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Monitor Student LearningEach time s
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State Objective/PurposeTell student
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during-reading sample lessonMental
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3. Tell the students that you are g
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GeneralizationTeacher:Can anyone th
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during-reading sample lessonMain Id
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Why might a dominant person give an
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• After reading an additional par
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Figure 28. Sample Partially Complet
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during readingIdentifying Text Stru
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Figure 31. Elements of Expository T
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Description/CategorizationHow somet
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2. Identify the overarching text st
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Figure 35. Sample Story Map.Adapted
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Figure 38. Sample Partially Complet
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Figure 42. Temporal Sequencing Exam
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Figure 49. Problem-Solution-Result
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State Objective/PurposeTeacher:Toda
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Teacher:Once we have underlined the
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Monitor Student LearningCheck that
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after-reading sample lessonWrap-up/
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Students:…him.b. Choral reading (
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Figure 53. Main Idea Log.MAIN IDEA
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Chapter 7Vocabularyterms to knowAca
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Figure 54. Which Words Do I Teach?W
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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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PreparationPreview the text, lookin
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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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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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