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

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Repeat steps 1–3 a few more times or until all preview words are used at least once.2. Read the chapter or passage.With their partners, have students read the passage (or chapter) aloud to each other. Direct pairs toalternate reading one paragraph at a time.After each paragraph has been read, ask the reader to tell his or her partner briefly what theparagraph was about.Circulate the room, pausing at each pair of students to listen to their reading.3. Discuss and revise possible sentences.After students have read the passage (or chapter), return to the sentences on the board.Think aloud: Model the thinking process for the students. Read a sentence and decide, basedon the reading, whether the sentence makes sense. If it does, leave it alone. If it does not, thinkaloud ways to change the sentence to make it correct. For example, if the word renowned is usedincorrectly in a possible sentence, you might say, “I’m going to look back at the chapter and seehow the word renowned is used.” Then locate and read examples from the text. Discuss how tomodify the sentence to make it make sense.4. Partner practice: Ask students to work with a partner to read through and modify the remainingpossible sentences.Independent PracticeGrouping: PartnersFollow the procedure before reading a selection or a chapter:1. Preview text for academic words.2. Write target and known words on the board.3. As a class, discuss the meaning of each word.4. With their partners, students generate a list of possible sentences using the procedures describedabove.5. Record sentences on the board.6. With their partners, students read the selection or chapter.7. With their partners, students read each sentence and decide whether it is logical and based on theword meaning and what was read in the selection or chapter. If a sentence does not make sense,students are expected to change it.8. Conduct a class discussion. Read through each possible sentence and discuss its accuracy.184The Reading Teacher’s Sourcebook
GeneralizationTeacher:Did thinking of possible sentences help you understand our reading about FrederickDouglas?Student:Yes. It made me pay attention. When I saw one of the words we used in the possiblesentences, I looked carefully because I wanted to see whether I used it correctly in thepossible sentence.Teacher:Good. Do you think you could make possible sentences in your other classes?Student:Yes. We could make a list of the boldface words in the chapter before we start reading. Thenwe could think of what types of sentences we might read in the chapter and make possiblesentences with the boldface words.Teacher:Very good thinking. When you make predictions about what you are going to read, it helpsyou to anticipate what you are going to learn and to understand the text better, and whenyou use the vocabulary words in your predictions, it helps you to learn the meaning of thenew words.Monitor Student LearningGrouping: Whole groupCheck students’ revisions of possible sentences for accuracy and understanding of word meaning.Periodic Review/Multiple Opportunities for PracticeHave students generate additional sentences or a story using the vocabulary words. Assign points when astudent uses one of the vocabulary words correctly during class discussion. Explain to students that they“own” their words when they can use them in writing or conversation.Word PairsUsing current and previously studied vocabulary words, make a chart like the following sample.The Reading Teacher’s Sourcebook 185
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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
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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 (
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
Page 159 and 160: AFTER READINGGrouping: Partners1. W
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: For example, I might think, “I se
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
Page 207 and 208: Figure 82. Sample Word Part Clue Ev
Page 209 and 210: Figure 84. Common Suffixes.SUFFIX%
Page 211 and 212: word learning sample lessonUsing Co
Page 213 and 214: Materials• Types of Context Clues
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Page 217 and 218: Figure 91. Context Clue Strategy.1.
Page 219 and 220: Figure 94. Sample Context Clues Cha
Page 221 and 222: word learning sample lessonThe Voca
Page 223 and 224: Model and TeachGrouping: Whole clas
Page 225 and 226: Accept responses.raise your hand if
Page 227 and 228: Teacher:Today I am going to show yo
Page 229 and 230: 4. Guide students through Step 3 of
Page 231 and 232: Chapter 8Fluencyterms to knowAutoma
Page 233 and 234: Figure 98. Accuracy Guidelines.Inde
Page 235 and 236: Partner ReadingAcknowledgmentsBased
Page 237 and 238: Partner Reading Routine1. Partner 1
Page 239 and 240: Practice, Practice, PracticeAllow s
Page 241 and 242: Progress MonitoringThe most efficie
Page 243 and 244: 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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