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

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• Opportunities for students to read text multiple times.• Oral reading practice.• Regular monitoring of student progress.Several repeated reading strategies include all of the above elements. Descriptions of the most promisingfluency strategies for secondary struggling readers are provided on the following pages.224The Reading Teacher’s Sourcebook
Partner ReadingAcknowledgmentsBased on Delquadri, J., Greenwood, C. R., Whorton, D., Carta, J. J., & Hall, R. V. (1986). Classwidepeer tutoring. Exceptional Children, 52, 535–542; Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons,D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. AmericanEducational Research Journal, 34, 174–206; Greenwood, C. R., Delquadri, J. C., & Hall, R. V. (1989).Longitudinal effects of classwide peer tutoring. Journal of Educational Psychology, 81, 371–383; Mathes, P.G., Torgesen, J. K., Allen, S. H., & Allor, J. H., (2001). PALS: Peer-assisted literacy strategies. Longmont,CO: Sopris West; and Topping, K. (1987). Paired reading: A powerful technique for parent use. TheReading Teacher, 40, 608–614.Assign PartnersIn partner reading, students read and reread text with partners. One way to assign partners is to make alist of all students in the class, with the highest-level reader at the top and the lowest-level reader at thebottom. Next, divide the list in half. The highest-level reader will be partnered with the top student onthe bottom half of the list. The next student on the top half will be partnered with the next student onthe bottom half and so on. See Figure 99 for an example. This is one way to assign partners. For someolder readers, rotating pairs frequently has been shown to be an effective way to keep students motivated(Fuchs, Fuchs, & Kazdan, 1999). There is more than one way to assign partners. Knowing your students’personalities and reading levels is the key to having a productive partner reading time. It is fine to rotatepartners when needed.Things to consider when rotating partner assignments:• Assign a higher-level reader with a somewhat lower-level reader. The higher-level reader will modelfluent reading.• Consider the personality of your students.• Choose text that is on the instructional level of the lower-level student.The Reading Teacher’s Sourcebook 225
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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 (
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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
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
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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: Figure 98. Accuracy Guidelines.Inde
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
Page 245 and 246: What do students need to know about
Page 247 and 248: 3. Read each word part. Remember th
Page 249 and 250: A sample sequence for teaching the
Page 251 and 252: It is expected that a comprehensive
Page 253 and 254: Word Analysis (WA) Instruction/Word
Page 255 and 256: .Vocabulary InstructionCharacterist
Page 257 and 258: Listening ComprehensionCharacterist
Page 259 and 260: Students Who Do Not RespondAdequate
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Page 263 and 264: word because it is made from the wo
Page 265 and 266: The next word is piano. Remember th
Page 267 and 268: word Recognition sample lessonThe M
Page 269 and 270: at the end of the word. Let’s rea
Page 271 and 272: Teacher:I’m going to show you how
Page 273 and 274: Point to “press”.Read the part.
Page 275 and 276: GeneralizationTeacher:How might you
Page 277 and 278: Part 4AppendixAppendix ContentsPlan
Page 279 and 280: Context Clue Strategy 361Types of C
Page 281 and 282: Planning Checklist for Implementing
Page 283 and 284: 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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