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

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DEVELOP A PLAN FOR COLLECTING, MANAGING, AND USING BENCHMARK AND PROGRESSMONITORING DATA.• Who will administer benchmark assessments?• Who will organize the results and analyze them to determine which students need strategic orintensive intervention?• Reading teachers or interventionists should administer progress monitoring assessments, butmay need some assistance. If so, who will assist them?• Who will compile progress monitoring data and display them as easily interpreted graphs or inother accessible formats?• It is recommended that groups of reading teachers, other teachers, and possibly administratorsmeet regularly to examine the progress monitoring data so that they can identify students whoare not making adequate progress and collaborate to make plans for accelerating the progress ofthese students. Who will organize these meetings?DEVELOP A SCHOOLWIDE PLAN FOR IMPLEMENTING CONTENT AREA STRATEGIES ANDROUTINES.• If there is a need for professional development in a system of positive behavior supportsto ensure a safe and positive schoolwide environment, who will provide this professionaldevelopment, and who will ensure that the system is implemented?• Is there a plan for providing quality professional development to content area teachers? Doesthis plan include ongoing support in the form of regular study group sessions and/or coaching?• Are content area teachers committed to implementing the same set of research-based strategiesand routines across classes in order to assure that students learn key vocabulary and are able toread and understand academic text in each discipline?• Are content area and reading teachers given adequate time to plan and collaborate to overcomeobstacles to integrating these strategies and routines into their instruction?• Is a system established for problem-solving and decision-making related to this component ofschoolwide intervention?(continued on the next page)Adapted with permission from Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin. (2005).Implementing the 3-Tier Reading Model: Reducing reading difficulties for kindergarten through third grade students (2nd ed.).Austin, TX: Author.272The Reading Teacher’s Sourcebook
DEVELOP A SCHOOLWIDE PLAN FOR IMPLEMENTING STRATEGIC INTERVENTION.• Who will provide strategic intervention?• Will strategic intervention take place in reading classes or in tutoring sessions?• When will strategic intervention be provided?• Where will strategic intervention be implemented?• Is a system in place for monitoring the progress of strategic intervention students two times permonth and using the results to guide instructional decisions?• Are criteria established for entry and exit from strategic intervention?• How will assessment data be used to group and regroup students, to plan targeted instruction,and to make adaptations to ensure students meet grade-level benchmarks/objectives?• Is a system established for problem-solving and decision-making related to strategicintervention?• Is time provided for collaboration among reading intervention teachers?• Is professional development on the progress monitoring instrument, the use of assessment datato inform instruction, and scientific research-based reading instruction planned for interventionteachers?(continued on the next page)Adapted with permission from Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin. (2005).Implementing the 3-Tier Reading Model: Reducing reading difficulties for kindergarten through third grade students (2nd ed.).Austin, TX: Author.The Reading Teacher’s Sourcebook 273
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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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Figure 94. Sample Context Clues Cha
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word learning sample lessonThe Voca
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Model and TeachGrouping: Whole clas
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Accept responses.raise your hand if
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Teacher:Today I am going to show yo
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4. Guide students through Step 3 of
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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: Planning Checklist for Implementing
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
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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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