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

More documents

Recommendations

Info

Cloze testComprehensionDiagnosticassessmentsFluencyFrustrationreading levelIndependentreading levelInformal ReadingInventoryInstructionalreading levelInterventionLetter-soundcorrespondenceMaze testPhonemePhonemicawarenessAn assessment of reading comprehension in which students read a passage withwords systematically deleted. Students must supply the deleted words.The ability to understand what is read—the ultimate goal of readingAssessments designed to refine a teacher’s understanding of student strengthsand weaknesses to inform instructional decisionsThe ability to read with speed, accuracy, appropriate phrasing, and expressionText that is too difficult for students; when students repeatedly read text at thislevel, they may develop counterproductive habitsText that the student can read on his or her own, without support (also calledthe “homework level”)An assessment consisting of text passages at increasing levels of difficulty, usedto determine students’ independent, instructional, and frustration reading levelsand to measure comprehension (and sometimes fluency) in increasingly difficulttext. Students read passages at different reading levels and answer questionswhile teachers take notes regarding the students’ reading behaviors.Text that students can read with assistance, or instruction; this level is best forteaching students how to become better readersIntensive instruction designed to help remediate a student’s difficulties; usuallyprovided in addition to the student’s regular instructionThe relationship between letters or letter combinations and the sounds theyrepresentAn assessment of reading comprehension in which students read a passagewith words systematically deleted. For each deleted word, students select theappropriate word from three possible words so that the passage makes sense; amultiple-choice cloze test.The smallest unit of sound in a language. English has about 40 phonemes,which are represented by about 250 letters or letter combinations. For example,the long a sound (a phoneme) can be represented by the letter a with a silent e(lake), ai (rain), ay (day), a (paper), eigh (eight), ey (they), ea (steak), ei (vein),and aigh (straight).One kind of phonological awareness; the ability to hear and manipulate soundswithin words, usually demonstrated by segmenting words into their individualsounds and blending sounds to form words; an auditory skill, but should belinked with instruction in letters or letter sounds (phonics)14The Reading Teacher’s Sourcebook
PhonologicalawarenessProgressmonitoringmeasuresScreeningmeasuresSight wordWord recognitionAwareness of components of spoken language, demonstrated through auditoryskills, including the ability to identify words in spoken sentences, to segmentwords into onset-rime units and syllables, and the ability to manipulate discretesounds in wordsBrief assessments of growth toward a particular academic goal, given frequentlyand used to guide instructional decision-makingBrief assessments that focus on the critical skills of reading for the purpose ofidentifying students who may need additional supportA word that is recognized immediately as a whole, without applying wordanalysis or decoding strategiesThe accurate reading of wordsHarris & Hodges (1995); Moats (2000)The Reading Teacher’s Sourcebook 15
Page 1 and 2: Effective Instruction for Middle Sc
Page 3 and 4: Effective Instruction for Middle Sc
Page 5 and 6: ContentsForeword: A Schoolwide Appr
Page 7 and 8: Word Learning Sample Lesson:Teachin
Page 9 and 10: Position-Reason 345Semantic Feature
Page 11 and 12: Foreword:A Schoolwide Approachto Re
Page 13 and 14: Figure 2. A Schoolwide Reading Inte
Page 15 and 16: Tier I: Schoolwide Strategies and R
Page 17 and 18: Elements of Strategic InterventionI
Page 19 and 20: DEVELOP A PLAN FOR COLLECTING, MANA
Page 22 and 23: ehind, an equally valuable goal is
Page 26 and 27: 16The Reading Teacher’s Sourceboo
Page 28 and 29: Figure 4. Guide to Reading Assessme
Page 30 and 31: instruction in these areas is not d
Page 34 and 35: It may be useful for teachers to ta
Page 36 and 37: 6. Mark errors, including mispronun
Page 38 and 39: who can read it with only 82 percen
Page 40 and 41: Figure 8. Progress monitoring Track
Page 44 and 45: Figure 10. Categories of Secondary
Page 46 and 47: The steps Miss Lopez followed to fo
Page 48 and 49: promote use of ineffective strategi
Page 50 and 51: 1st 10Minutes2nd 10 Minutes3rd 10 M
Page 52 and 53: Figure 15. Sample Instructional Seq
Page 54 and 55: By middle school, some students who
Page 56 and 57: • Statement of objective or purpo
Page 58 and 59: In summary, when presenting new inf
Page 60 and 61: Error-correction example (Carnine,
Page 62 and 63: Periodic Review/Multiple Opportunit
Page 64 and 65: Positive feedbackQuick pacing ofles
Page 66 and 67: Examples of scaffolding include but
Page 68 and 69: • You are following the steps of
Page 70 and 71: Another aspect of motivation is rel
Page 72 and 73: their reading. It is helpful for an
Page 74 and 75:
64The Reading Teacher’s Sourceboo
Page 76 and 77:
Figure 18. Strategies Used by Effec
Page 78 and 79:
taught to self-generate questions i
Page 80 and 81:
and 1-2 “what” proper nouns.For
Page 82 and 83:
about what you read. You’ll be ab
Page 84 and 85:
Independent PracticeGrouping: Partn
Page 86 and 87:
efore- and during-readingcomprehens
Page 88 and 89:
Daily Review1. Preteach important p
Page 90 and 91:
Guided PracticeGrouping: Whole clas
Page 92 and 93:
Page 94 and 95:
Model and Teach1. Model creating
Page 96 and 97:
Monitor Student LearningEach time s
Page 98 and 99:
Page 100 and 101:
State Objective/PurposeTell student
Page 102 and 103:
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 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 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:
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
Page 215 and 216:
may consider developing sample sent
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
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
Page 285 and 286:
Characteristics of Effective Reader
Page 287 and 288:
Accuracy Guidelines# of words read
Page 289 and 290:
Sample Instructional Sequence for R
Page 291 and 292:
Guide to Adapting InstructionAdapta
Page 293 and 294:
Previewing Planning SheetPLANNING S
Page 295 and 296:
Level 1 “Right There” Questions
Page 297 and 298:
Level 2 “Putting It Together” Q
Page 299 and 300:
Level 3 “Making Connections” Qu
Page 301 and 302:
Previewing and Questioning Learning
Page 303 and 304:
Question Cards: Red (Front)Level 1
Page 305 and 306:
Question Cards: Red (Back)Level 1
Page 307 and 308:
Question Cards: White (Front)Level
Page 309 and 310:
Question Cards: White (Back)Level 2
Page 311 and 312:
Question Cards: Blue (Front)Level 3
Page 313 and 314:
Question Cards: Blue (Back)Level 3
Page 315 and 316:
MENTAL IMAGERY LOGTitle:Paragraph 1
Page 317 and 318:
MAIN IDEA FORMName(s) _____________
Page 319 and 320:
MAIN IDEA LOGTitle of passage: ____
Page 321 and 322:
Signal WordsCause-EffectHow or why
Page 323 and 324:
Identifying Text StructureIf the au
Page 325 and 326:
Elements of Narrative TextExamples
Page 327 and 328:
Elements of Expository TextExamples
Page 329 and 330:
Story MapExposition:Conflict:Rising
Page 331 and 332:
Main Idea WebMain IdeaThe Reading T
Page 333 and 334:
K-L ChartKnowWhat do I already know
Page 335 and 336:
Cause-Effect Chart (Herringbone)Cau
Page 337 and 338:
Cause-Effect Chart (Semantic Map)Ca
Page 339 and 340:
Cause-Effect Chart (Basic)The Readi
Page 341 and 342:
Chronological Ordering/SequencingTh
Page 343 and 344:
Temporal SequencingThe Reading Teac
Page 345 and 346:
Compare/ContrastThe Reading Teacher
Page 347 and 348:
Description (Web)word or ideaThe Re
Page 349 and 350:
Description (Chart)The Reading Teac
Page 351 and 352:
Problem-SolutionSolutionProblemSolu
Page 353 and 354:
Problem-Solution-ResultProblemSolut
Page 355 and 356:
Position-ReasonPositionReason 1Reas
Page 357 and 358:
Semantic Feature Analysis GridConce
Page 359 and 360:
Frayer ModelNonAdapted with permiss
Page 361 and 362:
The Origins of EnglishIf this is th
Page 363 and 364:
Word Part Clue Evaluation ChartWORD
Page 365 and 366:
Common PrefixesPREFIX% of AllPrefix
Page 367 and 368:
Common SuffixesSUFFIX% OF ALLSUFFIX
Page 369 and 370:
Common Greek and Latin RootsROOT OR
Page 371 and 372:
Context Clue Strategy1. Reread the
Page 373 and 374:
Types of Context CluesType ofContex
Page 375 and 376:
Guide for Context Clues PracticeUnf
Page 377 and 378:
If you read a word that you do not
Page 379 and 380:
Word _________________________Vocab
Page 381 and 382:
Fluency ChartName:15014013012011010
Page 383 and 384:
SyllableTypeSyllable TypesExamplesC
Page 385 and 386:
Multisyllable Word Reading Strategy
Page 387 and 388:
Guidelines for Reviewing a Reading
Page 389 and 390:
Word Analysis (WA) Instruction/Word
Page 391 and 392:
.Vocabulary InstructionCharacterist
Page 393 and 394:
Comprehension InstructionCharacteri
Page 395 and 396:
ReferencesAnders, P. L. & Bos, C. S
Page 397 and 398:
Diamond, L., & Gutlohn, L. (2006).
Page 399 and 400:
Kame’enui, E. J., & Carnine, D. W
Page 401 and 402:
Rumelhart, D. E. (1980). Schemata:
Page 403 and 404:
Vaughn Gross Center for Reading and
Page 405 and 406:
Resourcesfor the Reading TeacherNOT
Page 407 and 408:
Burns, P. C., & Roe, B. D. (2002).
Page 409 and 410:
Moats, L. C. (2000). Speech to prin
show all

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

Create successful ePaper yourself

Delete template?

Save as template?