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

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Figure 8. Progress monitoring Tracking Form.Student:9/1 9/2 9/3 9/4Text Level 5th-grade text 5th-grade textScore 80 83Errors 7 3Accuracy 91% accuracy 97% accuracyReadingLevelInstructionallevelIndependentlevelFigure 9. Progress Monitoring Graph.G rowth in Oral R eading Fluency for David 1120110Words Correct Per Minute10090Score807060Story1Story2Story3Story4Story5Story6Story7Story8Story9Story10Story11Story12Story13Story14Story15ORF Administrations S chool Throughout Ye ar the School Year30The Reading Teacher’s Sourcebook
Caveats about oral reading fluency in middle schoolstudentsMany of the guidelines about monitoring students’ progress and establishing benchmarks in oral readingfluency for older students with reading difficulties are based on research with younger children in grades1–4. Considerably less is known about fluency practices for older students. Consider the following wheninterpreting fluency rates with older students:• The most important outcome for students is that they can understand and learn from the textthey read. If students have below-average fluency but demonstrate average or above-averagecomprehension, it may not be appropriate to spend considerable time on improving their rate ofreading.• Students who read above 90–100 WCPM with 90 percent accuracy in grade-level text may benefitfrom time spent on enhancing their background knowledge, vocabulary, and/or comprehensionrather than on fluency instruction.• Consider the individual needs of adolescent learners, their interest in reading, and motivation tolearn as you interpret oral reading fluency scores and develop interventions.Outcome AssessmentsAfter a semester or year is completed, it is helpful to administer outcome assessments to determine whetherstudents have attained instructional goals. Some students may be making so much progress that they willnot require additional reading instruction. For students who continue in the reading class, administerdiagnostic assessments. These assessments may show that some students whose word reading or fluencyskills were previously identified as “still developing” may now be classified as “developed.” Based on theseassessments, students would be regrouped and the focus of instruction adjusted.The Reading Teacher’s Sourcebook 31
Page 1 and 2: Effective Instruction for Middle Sc
Page 3 and 4: Effective Instruction for Middle Sc
Page 5 and 6: ContentsForeword: A Schoolwide Appr
Page 7 and 8: Word Learning Sample Lesson:Teachin
Page 9 and 10: Position-Reason 345Semantic Feature
Page 11 and 12: Foreword:A Schoolwide Approachto Re
Page 13 and 14: Figure 2. A Schoolwide Reading Inte
Page 15 and 16: Tier I: Schoolwide Strategies and R
Page 17 and 18: Elements of Strategic InterventionI
Page 19 and 20: DEVELOP A PLAN FOR COLLECTING, MANA
Page 22 and 23: ehind, an equally valuable goal is
Page 24 and 25: Cloze testComprehensionDiagnosticas
Page 26 and 27: 16The Reading Teacher’s Sourceboo
Page 28 and 29: Figure 4. Guide to Reading Assessme
Page 30 and 31: instruction in these areas is not d
Page 34 and 35: It may be useful for teachers to ta
Page 36 and 37: 6. Mark errors, including mispronun
Page 38 and 39: who can read it with only 82 percen
Page 44 and 45: Figure 10. Categories of Secondary
Page 46 and 47: The steps Miss Lopez followed to fo
Page 48 and 49: promote use of ineffective strategi
Page 50 and 51: 1st 10Minutes2nd 10 Minutes3rd 10 M
Page 52 and 53: Figure 15. Sample Instructional Seq
Page 54 and 55: By middle school, some students who
Page 56 and 57: • Statement of objective or purpo
Page 58 and 59: In summary, when presenting new inf
Page 60 and 61: Error-correction example (Carnine,
Page 62 and 63: Periodic Review/Multiple Opportunit
Page 64 and 65: Positive feedbackQuick pacing ofles
Page 66 and 67: Examples of scaffolding include but
Page 68 and 69: • You are following the steps of
Page 70 and 71: Another aspect of motivation is rel
Page 72 and 73: their reading. It is helpful for an
Page 76 and 77: Figure 18. Strategies Used by Effec
Page 78 and 79: taught to self-generate questions i
Page 80 and 81: and 1-2 “what” proper nouns.For
Page 82 and 83: about what you read. You’ll be ab
Page 84 and 85: Independent PracticeGrouping: Partn
Page 86 and 87: efore- and during-readingcomprehens
Page 88 and 89: Daily Review1. Preteach important p
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Guided PracticeGrouping: Whole clas
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efore- and during-readingcomprehens
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Model and Teach1. Model creating
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Monitor Student LearningEach time s
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efore- and during-readingcomprehens
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State Objective/PurposeTell student
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Independent PracticeGrouping: Partn
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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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Independent PracticeGrouping: Partn
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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
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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).
Page 409 and 410:
Moats, L. C. (2000). Speech to prin
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