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

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Figure 53. Main Idea Log.MAIN IDEA LOGTitle of passage: _______________________________________________________________Identify three or four important ideas from the passage:1. __________________________________________________________________________2. __________________________________________________________________________3. __________________________________________________________________________4. __________________________________________________________________________Write the main idea of the entire passage (10 words or less):__________________________________________________________________________________________________________________________________________________________Generate three questions about the important ideas:(Who? What? When? Where? Why? How?)1. __________________________________________________________________________2. __________________________________________________________________________3. __________________________________________________________________________Create one question about the passage that might be on a test:_________________________________________________________________________Reprinted with permission from University of Texas Center for Reading and Language Arts. (2003). Special education reading projectsecondary institute — Effective instruction for secondary struggling readers: Research-based practices. Austin, TX: Author.The Reading Teacher’s Sourcebook 135
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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
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In summary, when presenting new inf
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Error-correction example (Carnine,
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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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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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efore- and during-readingcomprehens
Page 94 and 95: Model and Teach1. Model creating
Page 96 and 97: Monitor Student LearningEach time s
Page 98 and 99: efore- and during-readingcomprehens
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 108 and 109: GeneralizationTeacher:Can anyone th
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 146 and 147: 136The Reading Teacher’s Sourcebo
Page 148 and 149: IntroductionComprehension, or under
Page 150 and 151: Choosing Words to TeachOne mistake
Page 152 and 153: word knowledgeSemantic mapping (Hei
Page 154 and 155: word knowledge sample lessonSemanti
Page 156 and 157: We will read The Ghost of the Lagoo
Page 158 and 159: 5. Ask pairs to add a blank categor
Page 160 and 161: Figure 60. Completed Sample Semanti
Page 162 and 163: MONITOR STUDENT LEARNINGCheck maps
Page 164 and 165: PERIODIC REVIEW/MULTIPLE OPPORTUNIT
Page 166 and 167: PreparationPreview the chapter, loo
Page 168 and 169: Figure 65. Creating a Semantic Feat
Page 170 and 171: Teacher:Now I am going to look at e
Page 172 and 173: Figure 69. Creating a Semantic Feat
Page 176 and 177: This strategy can be used with both
Page 178 and 179: word knowledge sample lessonGenerat
Page 180 and 181: Model and TeachGenre: Narrative or
Page 182 and 183: Guided PracticeGrouping: Whole clas
Page 184 and 185: Always ask students to give reasons
Page 186 and 187: Materials• Textbook or novel.•
Page 190 and 191: word consciousnesssample lessonPoss
Page 192 and 193: State Objective/PurposeGenre: Narra
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Repeat steps 1-3 a few more times o
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Figure 78. Sample Word Pairs Chart:
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word learning sample lessonTeaching
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thinking we want to instill in our
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tell me what the word unaware means
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Read the completed word list to the
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Periodic/Multiple Opportunities to
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Figure 83. Common Prefixes.PREFIX%
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Figure 85. Common Latin and Greek R
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Figure 87. Types of Context Clues t
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Model and TeachGrouping: Whole clas
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I do not know what hogans are.Circl
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Let’s try it in the sentence: “
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Periodic Review/Multiple Opportunit
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Daily ReviewTeacher:When you are re
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Students:Republic.Teacher:He sent a
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or signal words in that sentence. S
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Teacher:Using the same social studi
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Independent PracticeGrouping: Partn
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The goal of fluency instruction is
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• Opportunities for students to r
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Figure 99. Possible Method for Assi
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Readers’ TheatreAcknowledgmentsWo
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Tape-assisted ReadingAcknowledgment
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150Figure 100. Fluency Chart.140130
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IntroductionThe goal of reading is,
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as in chin, math, and shop. In each
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Syllable TypesStudents should be ta
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The following sections include samp
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Overall Instructional Design and Pe
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Fluency InstructionCharacteristic Y
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Are cooperative learning groups par
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Is rigorous assessment included in
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word Recognition sample lessonThe S
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Silent e syllables may begin with a
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make errors, model how to read the
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GeneralizationTeacher:Raise your ha
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Materials• Multisyllable word lis
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Yes, exactly means “in an exact w
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Teacher:What is the first step of o
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INdependent PracticeGrouping: Partn
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266The Reading Teacher’s Sourcebo
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Question Cards: Blue (Front) 301Que
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DEVELOP A PLAN FOR COLLECTING, MANA
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DEVELOP A SCHOOLWIDE PLAN FOR IMPLE
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Sample Weekly Schedule for Remainde
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Description/CategorizationHow somet
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About 60 percent of the words in th
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Overall Instructional Design and Pe
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Is fluency building a part of each
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Is comprehension monitoring taught?
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Is rigorous assessment included in
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Biancarosa, G., & Snow, C. E. (2004
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Fuchs, L. S., Fuchs, D., Hosp, M. K
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Muniz-Swicegood, M. (1994). The eff
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Stahl, S. A., & Kapinus, B. A. (199
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Diagnostic MeasuresPhonics/Decoding
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Block, C. C., & Pressley, M. (Eds.)
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Reading Next: A Vision for Action a
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