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

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efore- and during-readingcomprehension sample lessonGenerating Level 1(“Right There”) QuestionsAcknowledgmentsThe following question types are adapted with permission from Raphael, T. E., Highfield, K., & Au, K. H.(2006). QAR now. New York: Scholastic.The ideas and materials for previewing and question generation were adapted with permission frommaterials developed by the Teacher Quality Research Project through funding from the U.S. Departmentof Education’s Institute of Educational Sciences, grant contract number R305M050121A (Enhancingthe Quality of Expository Text Instruction and Comprehension Through Content and Case-situatedProfessional Development; D. Simmons, S. Vaughn, & M. Edmonds).The portion of this lesson on learning to ask and answer different types of questions is an adaptation ofthe Question-Answer-Relationship strategy (UTCRLA, 2003d; Blachowicz & Ogle, 2001; NRP, 2000;Raphael, 1986).ObjectiveStudents will increase literal comprehension of text by generating “right there” questions.Materials• Text passage or chapter.• Overhead projector, chalkboard, or chart paper.• Learning logs (see Appendix).• Red question cards (see Appendix).• Transparency of Figure 22.76The Reading Teacher’s Sourcebook
Preparation1. Read through the passage or chapter and select the important proper nouns. If there are no propernouns in the passage, select other nouns that are absolutely essential for understanding the passage(critical concept nouns, or “big-idea words”). Depending upon the subject area you teach, thenumber of appropriate words to select may range from zero to five.Proper nouns and critical concept nouns are essential to understanding the meaning of the selectedtext. These words may not occur again in the same text but may be studied in another context suchas in a lesson for another content area. A general guideline is to identify 1–2 “who,” 1–2 “where,”and 1–2 “what” proper nouns.For example, in an excerpt from a social studies text, possible important proper nouns are: easternhemisphere, Bering Strait, North Atlantic, Leanderthal Lady, and Beringia.Similarly, critical concept nouns, or “big-idea words,” represent concepts that are essential forunderstanding the text. This is not the same as preteaching all of the vocabulary words for theselection.Sample “big-idea words” from a health selection might include: bacteria, pathogen, streptococcus,and cholera.Most important proper nouns or critical concept nouns selected for this lesson should beunfamiliar to many students, but some of these words may be familiar to some students. Reviewthese words to ensure students can read them and know what they are.Note: Previewing occurs only once for a passage or reading. If students will be reading the samepassage over the course of 2 or more days, you should do the following:• On Day 1, introduce the important proper nouns or “big-idea words,” havestudents write them in learning logs, and read through the list. Introduce the bigidea and then preview the text.• On subsequent days of reading the same passage, have students review the list ofimportant proper nouns (e.g., chorally read, read with partners), and tell themthe big idea of the passage. It is not necessary to do the entire prediction activityagain.2. Identify the “big idea” of the passage. Ask yourself, “What do you think is the most important ideathat you want all students to understand and remember from this reading?”3. Identify several Level 1 questions. Level 1 questions are literal comprehension questions. They canbe answered using information taken directly from the text, so they are “right there” in the text.Example Level 1 “right there” questions for a social studies passage are:• How long ago did the Mound Builders move to the Caddoan Mounds?• Who were the Caddo people descendants of?• What kind of work did the Caddo do?• What did the Caddo trade?• In what shape did the Caddo make their houses?• What materials did the Caddo use to make their houses?The Reading Teacher’s Sourcebook 77
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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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22The Reading Teacher’s Sourceboo
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It may be useful for teachers to ta
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Page 40 and 41: Figure 8. Progress monitoring Track
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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
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Page 76 and 77: Figure 18. Strategies Used by Effec
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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 88 and 89: Daily Review1. Preteach important p
Page 90 and 91: Guided PracticeGrouping: Whole clas
Page 92 and 93: efore- and during-readingcomprehens
Page 94 and 95: Model and Teach1. Model creating
Page 96 and 97: Monitor Student LearningEach time s
Page 98 and 99: efore- and during-readingcomprehens
Page 100 and 101: State Objective/PurposeTell student
Page 102 and 103: Independent PracticeGrouping: Partn
Page 104 and 105: during-reading sample lessonMental
Page 106 and 107: 3. Tell the students that you are g
Page 108 and 109: GeneralizationTeacher:Can anyone th
Page 110 and 111: during-reading sample lessonMain Id
Page 112 and 113: Why might a dominant person give an
Page 114 and 115: • After reading an additional par
Page 116 and 117: Figure 28. Sample Partially Complet
Page 118 and 119: during readingIdentifying Text Stru
Page 120 and 121: Figure 31. Elements of Expository T
Page 122 and 123: Description/CategorizationHow somet
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Page 126 and 127: Figure 35. Sample Story Map.Adapted
Page 128 and 129: Figure 38. Sample Partially Complet
Page 130 and 131: Figure 42. Temporal Sequencing Exam
Page 132 and 133: Figure 49. Problem-Solution-Result
Page 134 and 135: 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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