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Figure 99. Possible Method for Assigning Reading Partners.Student AStudent BStudent CStudent DStudent EStudent F-------------------Student GStudent HStudent IStudent JStudent KStudent L95 wpm93 wpm85 wpm70 wpm65 wpm50 wpm----------48 wpm45 wpm32 wpm30 wpm28 wpm25 wpmTEAch the ProcedureIt is very important to model and teach the partner reading procedure. You can model the procedure witha student or another adult, or you can show a videotape of two students working together. It is essentialthat students see the procedure in action and are allowed to practice the steps before they are expectedto work together independently. When they are proficient, you will be able to focus on working withindividual pairs, giving corrective feedback and progress monitoring. Use the steps of effective instructionto teach the partner reading routine. First model what you want students to do. Then provide guided andindependent practice. When students fail to follow the routine appropriately, rather than reprimandingthem, simply reteach the procedure—model, provide guided practice, and provide independent practice.226The Reading Teacher’s Sourcebook
Partner Reading Routine1. Partner 1, usually the higher-level reader, reads first paragraph. Partner follows along.2. Partner 2, usually the lower-level reader, reads the same paragraph.3. Students briefly discuss what they just read by retelling what happened or by identifying the mainidea of the paragraph. They can identify the main idea by asking each other: “Who or what was theparagraph mainly about?” and “What was the most important thing about the ‘who’ or the ‘what?’”4. Repeat steps 1–3 until passage is complete.(Klingner et al., 2001)Correction Procedures• If a student reads a word incorrectly, skips a word, or does not know a word, his/her partner willpoint to the word and say, “What is this word?”• If the student reads the word correctly, the partner says, “Yes, that word is ____. What word? Pleasereread the sentence.”• If the student does not know the word, the partner says, “That word is _____. What word? Pleasereread the sentence.”• The student repeats the word and is asked to reread the sentence.(Carnine, Silbert, Kame’enui, & Tarver, 2004; Mathes et al., 2001)Your students will also need several opportunities to practice the correction procedure with you and witheach other. If you, as a teacher, use this exact procedure for correcting during whole-class instruction, yourstudents will pick up the procedure quickly.The following sample lesson teaches the partner reading routine. It is essential to teach and reteach thisroutine until the procedure becomes habit. Once the partner reading routine is established, students areable to follow the procedure independently. Thus, transition time is reduced, lessons move at a quick pace,and students feel a sense of security by knowing exactly what is expected of them. You may want to providestudents with cards to cue them to follow the partner reading routine.The Reading Teacher’s Sourcebook 227
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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
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Student:If we don’t really unders
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Page 187 and 188: 2. Ask students to make (with partn
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Page 191 and 192: ObjectiveThe students will use prio
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Page 195 and 196: GeneralizationTeacher:Did thinking
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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 and 234: Figure 98. Accuracy Guidelines.Inde
Page 235: Partner ReadingAcknowledgmentsBased
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
Page 261 and 262: come to a word that you don’t kno
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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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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