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356The Reading Teacher’s Sourcebook
Common SuffixesSUFFIX% OF ALLSUFFIXEDWORDS PART OF SPEECH EXAMPLES-s, -es 31 Plural of noun cats, boxes-ed 20 Past tense of verb sailed-ing 14 Progressive tense of verb jumping, racing-ly 7 Usually an adverb;sometimes an adjectiveslowly, lovely-er, -or (agent) 4 Noun (agent) runner, professor-ion, -tion, -ation, -ition 4 Noun action, transition, vacation-able, -ible 2 Adjective lovable, incredible-al, -ial 1 Adjective global, logical, partial-y 1 Adjective funny-ness 1 Abstract noun kindness-ity, -ty 1 Noun activity-ment 1 Noun merriment-ic 1 Adjective historic-ous, -eous, -ious 1 Adjective hideous, spacious-en 1 Verb quicken, thicken-er (comparative) 1 Adjective bigger-ive, -ative, -tive 1 Adjective alternative, pensive-ful 1 Adjective wonderful-less 1 Adjective effortless-est 1 Adjective strongestAll others 7Top 20 suffixes from Carroll, J. B., Davies, P., & Richman, B. (1971). The American heritage world frequency book. Boston:Houghten Mifflin; as cited in White, Sowell, & Yanagihara, 1989.The Reading Teacher’s Sourcebook 357
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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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The next word is piano. Remember th
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word Recognition sample lessonThe M
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at the end of the word. Let’s rea
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Teacher:I’m going to show you how
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Point to “press”.Read the part.
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GeneralizationTeacher:How might you
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Part 4AppendixAppendix ContentsPlan
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Context Clue Strategy 361Types of C
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Planning Checklist for Implementing
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DEVELOP A SCHOOLWIDE PLAN FOR IMPLE
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Characteristics of Effective Reader
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Accuracy Guidelines# of words read
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Sample Instructional Sequence for R
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Guide to Adapting InstructionAdapta
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Previewing Planning SheetPLANNING S
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Level 1 “Right There” Questions
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Level 2 “Putting It Together” Q
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Level 3 “Making Connections” Qu
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Previewing and Questioning Learning
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Question Cards: Red (Front)Level 1
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Question Cards: Red (Back)Level 1
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Question Cards: White (Front)Level
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Question Cards: White (Back)Level 2
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Question Cards: Blue (Front)Level 3
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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: Common PrefixesPREFIX% of AllPrefix
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
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