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

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• Statement of objective or purpose.• Daily review.• Explicit modeling and teaching.• Guided practice.• Independent practice.• Teaching for generalization.• Monitoring student learning.• Periodic review (multiple opportunities for practice).terms to KnowCorrective feedbackGeneralizationObjectiveOverlearningPositive feedbackPrior knowledgeScaffoldingSpecific clarification provided by the teacher in order to givestudents information about their errorsThe ability to apply a rule or pattern to a new context or setting(i.e., applying a strategy learned in reading class to a social studiesassignment)The aim or goal of the lesson; what the teacher wants students tolearnLearning to the point of mastery, or automaticitySpecific praise provided by the teacher to reinforce students’ correctresponses and encourage student effortBackground knowledge or knowledge that students already havefrom previous experience; a key component of Schema Theory, orthe belief that new knowledge must be integrated with previousknowledge in order to achieve comprehensionAdjusting or extending instruction so that students are able to besuccessful with challenging tasks. This support is temporary and isremoved when no longer needed.Bos & Vaughn, 2006; Denton & Hocker, 2006; Mastropieri & Scruggs, 2002; Harris & Hodges, 1995; The Encarta World EnglishDictionary46The Reading Teacher’s Sourcebook
Statement of objective or purposeThe objective of the lesson must be clear to the teacher before it can be clear to the students. Be aware ofwhat you want your students to learn and teach with that goal in mind.Provide students with a step-by-step presentation of information. Present only a few ideas at once andconnect new material to prior knowledge. During this stage of the lesson, an effective teacher will providea supportive framework illustrating how the new information being presented is related to informationthat students already know. Using this framework, students are able to access knowledge currently in theirminds and then connect this prior knowledge to the new subject matter being introduced (Swanson &Deshler, 2003).Daily ReviewA daily review is more than just checking to see whether homework assignments are complete. A reviewof material covered the day before gives Miss Lopez the opportunity to see whether her students havemastered the material, and it gives students an opportunity to overlearn—to learn to the point of mastery,or automaticity. Overlearning leads to long-term retention and provides connections for future learning(Mastropieri & Scruggs, 2002). In the daily review:1. Review quickly the material taught in the previous lesson.2. Review previous learning with specific consideration for whether students have retained keyconcepts.3. Present information visually and explicitly. In other words, present information clearly enough thatyour students have no doubt about what it is you want them to recall. One method of presentinginformation in this way is to clearly post essential steps of previously taught strategies or conceptsaround the classroom. If students do not display adequate knowledge of the material alreadycovered, adjust instruction or reteach material as needed.Explicit Modeling and TeachingModel the strategy or demonstrate the skill by thinking aloud. This type of modeling allows the thinkingprocess to become observable and gives students a clear picture of what the strategy being taught looks like.It is important that teachers not assume that a student understands the execution of a skill or the thinkingprocess involved in applying a strategy. Therefore, careful modeling is essential. If you are teaching a simpleskill, you may need only to demonstrate the skill or model the procedure.Repeated questioning throughout the presentation of new information gives the teacher an opportunity toassess the students’ levels of understanding and correct any misconceptions before moving on (Swanson &Deshler, 2003).Finally, after teaching a skill or strategy, carefully monitor student understanding and adjust instructionaccordingly. If students are not fully grasping a concept, it is important to adjust instruction to meet theirneeds.The Reading Teacher’s Sourcebook 47
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Effective Instruction for Middle Sc
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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 40 and 41: Figure 8. Progress monitoring Track
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 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
Page 90 and 91: Guided PracticeGrouping: Whole clas
Page 94 and 95: Model and Teach1. Model creating
Page 96 and 97: Monitor Student LearningEach time s
Page 100 and 101: State Objective/PurposeTell student
Page 102 and 103: Independent PracticeGrouping: Partn
Page 104 and 105: 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).
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Moats, L. C. (2000). Speech to prin
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