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

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Yes, exactly means “in an exact way” or “just right in every way”. The last word on our list hasan ending you know well—ed. What does that tell you about the action in the word—Javier?Yes, it means that it happened in the past. Now look at the word, everyone. Read the first part.Point to “wit” in “witnessed”.Yes, wit. Now read the next part.Point to “ness” in “witnessed”.Yes, ness. Read those parts together.Point to “witness”.Now add the -ed ending and read the whole word.Point to “witnessed”.Yes, witnessed.State Objective/PurposeTeacher:Today, you will learn a strategy, or plan, to read words with more than one syllable. You willbe able to use this strategy in any class to help you read words with more than one syllable.Model and TeachGenre: Expository or narrativeGrouping: Whole class or small groupDisplay a poster with the steps for the multisyllable strategy written on it. (This poster will be kept in theroom for student reference as they learn the strategy.)Figure 103. Multisyllable Word Reading Strategy.Multisyllable Word Reading Strategy1. Find the vowels.2. Look for word parts you know.3. Read each word part.4. Read the parts quickly.5. Make it sound like a real word.Adapted with permission from Archer, A. L., Gleason, M. M., & Vachon, V. (2005a). REWARDS: Multisyllabic word readingstrategies. Longmont, CO: Sopris West.260The Reading Teacher’s Sourcebook
Teacher:I’m going to show you how I would use the strategy if I were trying to read a word I didn’tknow. You might already be able to read the word that I’m going to write, but, if you can,don’t say it out loud. I want to show you what you could do if you were trying to read a longword that you don’t know.Write “fantastic” on an overhead transparency. Think aloud as you model each step of the strategy for the students.The first step in the strategy is, “Find the vowels.” I know that every syllable must have avowel sound, so finding the vowels will help me find the syllables in the word.Point to the word “fantastic” on the overhead.In this word I see an a, another a, and an i. I’m going to circle the vowels in the word.Circle the vowels in the word “fantastic”.Step 2 of the strategy is, “Look for word parts you know.” Hmmm. I see something thatlooks like fan at the beginning. That isn’t one of the prefixes we have worked on, but it is aword part I know. I’m going to underline it.Underline “fan” in “fantastic”.I also see two more closed syllables in the word. I’m going to underline the closed syllables.Underline “tas” and “tic” in “fantastic”.Step 3 is, “Read each word part.” OK. Since these are closed syllables, I think the vowels willhave their short sounds. Fan-tas-tic.Step 4 is, “Read the parts quickly.” Fantastic. That makes sense! The word is fantastic.Step 5 says, “Make it sound like a real word.” The word I read sounds right. Fantastic. I don’tthink I have to change it. It sounds like a real word.Be sure to emphasize the accented syllable: “fantastic”. At first, it may be helpful to demonstrate how placingthe emphasis on the wrong syllable will make it into a nonsense word: “fantastic,” “fantastic”. Changing theemphasis to the correct syllable can be part of Step 5: Make it sound like a real word.helpfulhabitFor English language learners, teach this strategy: Whenever you hear a new multisyllableword, pay attention to which syllable has the emphasis. You can put a dot underit or underline this syllable. The next time you hear or read the word, this mark willremind you of the correct pronunciation.Guided PracticeGrouping: Whole group or small groupTeacher:Now, let’s do one together.Write the word “unimpressed” on the overhead transparency.The Reading Teacher’s Sourcebook 261
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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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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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word consciousnesssample lessonPrep
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2. Ask students to make (with partn
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Monitor Student LearningDuring the
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ObjectiveThe students will use prio
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For example, I might think, “I se
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GeneralizationTeacher:Did thinking
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Your completed chart might look lik
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• Decode words quickly and accura
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ObjectiveStudents will recognize th
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Write the meaning “to carry” un
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Figure 82. Sample Word Part Clue Ev
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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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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: at the end of the word. Let’s rea
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: ____
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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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