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

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5. Ask pairs to add a blank category to their log to fill in after they read the story or chapter.On the following sample master map, the target vocabulary words are in bold.Figure 59. Sample Semantic Map: Phase 3.FeatureswaterislandbeachshellssandsaltlagoonwavesphosphorusSEASportssurfingfishingsailingLiving on the seaislanderharpoonboatcanoenetsSea lifefishwhalessharksstarfishreefcoralalgaedolphinsjellyfishseaweedSynonymsoceanbody of waterColorsbluegreencoralbrownwhiteAdjectivesadventurousriskymassivevastbeautifulAs you circulate around the classroom, ask leading questions to guide student responses. Forexample, if you hear one pair of students talking about features of the sea, ask them, “Which oneof our new words is a feature with shallow water?”6. Return to the map on the board and whole-class grouping.7. Ask for student responses to each category and write appropriate responses on a master map. Allowstudents to add words to their maps based on class discussion and the master map.READ SELECTIONGrouping: Partners, small group, or whole classRead the selection: Ghost of the Lagoon. Remind students to be aware of target words in the reading and tolook for other categories they might want to add to their maps.148The Reading Teacher’s Sourcebook
AFTER READINGGrouping: Partners1. When the class is finished reading the selection, return to the master map on the board (oroverhead).2. Discuss the concepts included in the reading. Add new concepts learned during reading such asexpedition and native (see following sample map).3. Ask students whether they discovered any other categories, or groups of things with commoncharacteristics, in the reading. If needed, think aloud for the class.Teacher:Mako was brave several times during the story. So, we could have a category labeled “BraveActions”. Now, find a word in the story that is a brave action.Call on students and write responses under the category Brave Actions.4. Continue to ask students for examples of new categories.5. Have students work with partners to fill in examples under each new category.6. When students are finished, ask for responses and discuss. See the following sample of a completedmap and additional categories brainstormed after reading.The Reading Teacher’s Sourcebook 149
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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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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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Independent PracticeGrouping: Partn
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during-reading sample lessonMental
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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 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: 4. If students have difficulty gene
Page 161 and 162: Independent Practice1. Before readi
Page 163 and 164: Figure 62. Sample Criteria Chart fo
Page 165 and 166: word knowledge sample lessonSemanti
Page 167 and 168: STATE OBJECTIVE/PURPOSETeacher:Toda
Page 169 and 170: Teacher:Now across the top, we are
Page 171 and 172: A finished chart may look like the
Page 173 and 174: Allow students to look at their cha
Page 175 and 176: Figure 71. Sample Vocabulary Writin
Page 177 and 178: Figure 73. Semantic Feature Analysi
Page 179 and 180: ObjectiveStudents will develop a de
Page 181 and 182: 4. Model completing the Frayer Mode
Page 183 and 184: Student:If we don’t really unders
Page 185 and 186: word consciousnesssample lessonPrep
Page 187 and 188: 2. Ask students to make (with partn
Page 189 and 190: Monitor Student LearningDuring the
Page 191 and 192: ObjectiveThe students will use prio
Page 193 and 194: For example, I might think, “I se
Page 195 and 196: GeneralizationTeacher:Did thinking
Page 197 and 198: Your completed chart might look lik
Page 199 and 200: • Decode words quickly and accura
Page 201 and 202: ObjectiveStudents will recognize th
Page 203 and 204: Write the meaning “to carry” un
Page 205 and 206: Independent PracticeGrouping: Partn
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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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