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306The Reading Teacher’s Sourcebook
MAIN IDEA FORMName(s) ___________________________________________ Date _____________________Title or Topic of the Selection _____________________________________________________ParagraphWho or What is theParagraph About?Most Important InformationAbout the “Who” or “What”Key DetailsNote: The complete main idea statement is formed by combining the “Who or What” column with the “Most Important Information”column.Adapted with permission from Klingner, J. K., Vaughn, S., Dimino, J., Schumm, J. S., & Bryant, D. (2001). Collaborative strategicreading: Strategies for improving comprehension. Longmont, CO: Sopris West.The Reading Teacher’s Sourcebook 307
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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
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Partner ReadingAcknowledgmentsBased
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Partner Reading Routine1. Partner 1
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Practice, Practice, PracticeAllow s
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Progress MonitoringThe most efficie
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Chapter 9Word RecognitionAcknowledg
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What do students need to know about
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3. Read each word part. Remember th
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A sample sequence for teaching the
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It is expected that a comprehensive
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Word Analysis (WA) Instruction/Word
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.Vocabulary InstructionCharacterist
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Listening ComprehensionCharacterist
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Students Who Do Not RespondAdequate
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come to a word that you don’t kno
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word because it is made from the wo
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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: MENTAL IMAGERY LOGTitle:Paragraph 1
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
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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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