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376The Reading Teacher’s Sourcebook
Guidelines for Reviewing a Reading ProgramIntroductionThis document was developed to assist the Curriculum and Instruction Team at the FloridaCenter for Reading Research (FCRR) as they review reading programs for grades 4–12 todetermine alignment with current reading research.Process of Using GuidelinesWhen reviewing a reading program thoroughly, it is not sufficient to examine only a sample oflessons. In order to determine whether a program is aligned with current reading research, it isessential to review all the teacher and student materials. This document was developed to helpnavigate a reviewer through the lengthy but important process of reviewing a reading program.It was designed to be utilized in conjunction with the resources listed below. When using thisdocument, place a check mark in either the yes or no column after each question. If the answeris not clear or not evident, write “not evident” in the comments column and leave the yes/nocolumns blank. It is very important to use the comments column to detail specific examples,note questions, etc. When a question is marked “no” or “not evident,” it is a concern that theprogram may not be aligned with current reading research. That is, if a reading program isaligned with current reading research, then “yes” will be marked on all of the questions withevidence to support this assertion written in the comments column.Note that this document includes the sequence of instruction from 4th through 12th grade.It is expected that a comprehensive reading program will incorporate the five components ofreading identified by the National Reading Panel (phonological/phonemic awareness, phonics,fluency, vocabulary, and comprehension) and reflect the elements of instructional design.The following resources on the FCRR Web site (www.fcrr.org) will assist educators who usethis tool to guide their review of a reading program:• Glossary of Reading Terms (boldface words in the Guidelines are in the Glossary).• Continuum of Phonological Awareness Skills.• Continuum of Word Types.• FCRR Reports (reviews of reading programs already posted).• References and Resources for Review of Reading Programs.The guidelines begin on the next page.Reprinted with permission from Florida Center for Reading Research, 227 N. Bronough St., Suite 7250, Tallahassee, FL 32301,http://www.fcrr.org, 850-644-9352.The Reading Teacher’s Sourcebook 377
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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
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MENTAL IMAGERY LOGTitle:Paragraph 1
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MAIN IDEA FORMName(s) _____________
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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
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
Page 367 and 368: Common SuffixesSUFFIX% OF ALLSUFFIX
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: Multisyllable Word Reading Strategy
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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