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276The Reading Teacher’s Sourcebook
Accuracy Guidelines# of words read correctly in 1 minute / total # of words read =Accuracy LevelIndependent Level< 1 in 20 words is difficult 95%–100% accuracyInstructional Level< 1 in 10 words is difficult 90%–94% accuracyFrustration LevelDifficulty with > 1 in 10 words< 90% accuracyThe Reading Teacher’s Sourcebook 277
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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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Chapter 8Fluencyterms to knowAutoma
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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: Characteristics of Effective Reader
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
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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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