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

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Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator ofreading competence: A theoretical, empirical, and historical snalysis. Scientific Studies of Reading, 5,239–256.Fuchs, L. S., Fuchs, D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high schoolstudents with serious reading problems. Remedial and Special Education, 20, 309–318.Gambrell, L. B., & Bales, R. J. (1986). Mental imagery and the comprehension-monitoring performanceof fourth- and fifth-grade poor readers. Reading Research Quarterly, 21, 454–464.Garcia, G. E. (2003). The reading comprehension development and instruction of English-languagelearners. In A. P. Sweet & C. E. Snow (Eds.), Rethinking reading comprehension (pp. 30–50). NewYork: Guilford.Graves, M. F., Juel, C., & Graves, B. B. (1998). Teaching reading in the 21st century. Needham Heights,MA: Allyn and Bacon.Greenwood, C. R., Delquadri, J. C., & Hall, R. V. (1989). Longitudinal effects of classwide peer tutoring.Journal of Educational Psychology, 81, 371–383.Grogner, A., Jameson, J., Franco, L., & Derrcki-Mescua, M. (2000). Enhancing English language learningin elementary classrooms. McHenry, IL: Center for Applied Linguistics and Delta Systems.Guthrie, J. T., Schafer, W. D., Von Secker, C., & Alban, T. (2000). Contributions of integrated readinginstruction and text resources to achievement and engagement in a statewide school improvementprogram. Journal of Educational Research, 93, 211–226.Harris, T. L. & Hodges, R. E. (Eds.). (1995). The literacy dictionary: The vocabulary of reading and writing.Newark, DE: International Reading Association.Hasbrouck, J., & Denton, C. (2005). The reading coach: A how-to manual for success. Longmont, CO:Sopris West.Hasbrouck, J., & Tindal, G. (2005). Oral reading fluency: 90 years of measurement (Technical report No.33). Eugene, OR: Behavioral Research and Teaching.Heimlich, J. E., & Pittelman, S. D. (1986). Semantic mapping: Classroom applications. Newark, DE:International Reading Association.Johnson, D. D., & Pearson, P. D. (1984). Teaching reading vocabulary (2nd ed.) New York: Holt, Rinehartand Winston.Jones, B. F., Pierce, J., & Hunter, B. (1989). Teaching students to construct graphic representations.Educational Leadership, 46(4), 20–25.388The Reading Teacher’s Sourcebook
Kame’enui, E. J., & Carnine, D. W. (1998). Effective teaching strategies that accommodate diverse learners.Upper Saddle River, NJ: Prentice-Hall.Kim, A. H., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic organizers and their effects on the readingcomprehension of students with LD: A synthesis of research. Journal of Learning Disabilities, 37(2),105–118.Klingner, J. K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for studentswith learning disabilities who use English as a second language. Elementary School Journal, 96(3),275–293.Klingner, J. K., Vaughn, S., Dimino, J., Schumm, J. S., & Bryant, D. (2001). Collaborative strategic reading:Strategies for improving comprehension. Longmont, CO: Sopris West.Klingner, J. K., Vaughn, S., & Schumm, J. S. (1998). Collaborative strategic reading during social studiesin heterogeneous fourth-grade classrooms. Elementary School Journal, 99, 3–22.Lehr, F., Osborn, J., & Hiebert, E. H. (2004). A focus on vocabulary. Honolulu, HI: Pacific Resources forEducation and Learning.Lenz, B. K. (1983). Promoting active learning through effective instruction: Using advance organizers.Pointer, 27, 11–13.Lowry, L. (1989). Number the stars. New York: Bantam Doubleday Dell Books for Young Readers.Mastropieri, M. A., & Scruggs, T. E. (2002). Effective instruction for special education. Austin, TX: ProEd.Mathes, P. G., Torgesen, J. K., Allen, S. H., & Allor, J. H. (2001). PALS: Peer-assisted literacy strategies.Longmont, CO: Sopris West.McNeil, J. D. (1992). Reading comprehension: New directions for classroom practice (3rd ed.). New York:Harper Collins.Microsoft Corp. (1999). Encarta world English dictionary [Computer software]. Bloomsbury.Moats, L. C. (1999). Reading, spelling and writing disabilities in the middle grades. In B. Wong (Ed.),Learning about learning disabilities (2nd ed.). San Diego: Academic.Moats, L. C. (2000). Speech to print. New York: Brookes.Morrow, L. M. (1997). Literacy development in the early years: Helping children read and write (3rd ed.).Boston: Allyn and Bacon.The Reading Teacher’s Sourcebook 389
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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
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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
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 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: Diamond, L., & Gutlohn, L. (2006).
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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