Teaching Reading - Corelearn

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C O R EL I T E R A C YL I B R A R YTeaching ReadingSourcebookTHIRD EDITIONBill Honig, Linda Diamond,Linda Gutlohnco n t r i but i n g aut ho r sCarrie L. Cole, Pamela Beard El-Dinary, Roxanne F. Hudson,Holly B. Lane, Jacalyn Mahler, Paige C. Pullen O A K L A N D ,C A L I F O R N I AArena PressN O V A T O ,C A L I F O R N I A

Arena PressA Division of Academic Therapy Publications20 Leveroni CourtNovato, California rtium on Reaching Excellence in Education, Inc. (CORE)1300 Clay Street, Suite 600Oakland, California 94612888-249-6155www.corelearn.comCopyright 2018 by Consortium on Reaching Excellence inEducation, Inc. (CORE). All rights reserved.Purchasers of the Teaching Reading Sourcebook are granted permissionto photocopy the reproducible pages in the Resources section (pp. 755–799) for educational purposes. No other part of this publication maybe reproduced in whole or in part, translated, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permissionfrom CORE.isbn: 978-1-63402-235-4Print Number: 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1Library of Congress Control Number: 2012941438CREDITSEditorial Director: Linda GutlohnBook Design and Production: Lucy NielsenContributors: Susan Blackaby, Catherine Boote, Carrie L. Cole,Pamela Beard El-Dinary, Jan E. Hasbrouck, Roxanne F. Hudson,Holly B. Lane, Jacalyn Mahler, Christine Fleming McIsaac,Paige C. Pullen, Small Planet CommunicationsEditorial: Shelle Epton, Lawrence DiStasi, Tom Hassett, David Sweet,Lynn TrepicchioFor their valuable contributions to scientifically based readinginstruction, special acknowledgment is given to Marilyn J. Adams,Anita L. Archer, James F. Baumann, Isabel L. Beck, Andrew Biemiller,Cathy Collins Block, Douglas W. Carnine, Linnea C. Ehri, DouglasFuchs, Linda B. Gambrell, Michael F. Graves, John T. Guthrie, Jan E.Hasbrouck, Edward J. Kame’enui, Louisa C. Moats, Michael Pressley,Taffy E. Raphael, Tim Rasinski, S. Jay Samuels, John Shefelbine,Deborah C. Simmons, Steven Stahl, Joseph K. Torgesen, RebeccaTreiman, and Joanna P. Williams.PRAISE FOR TEACHING READING SOURCEBOOK“One of the 10 textbooks that comprehensively andrigorously cover the scientific basis and instructionalelements of the five essential components ofeffective reading instruction.—National Council on Teacher Quality, 2020ACKNOWLEDGMENTSFor each of the following selections, grateful acknowledgment is madefor permission to adapt and/or reprint original or copyrighted material.Fran Avni: “There’s a Starfish Hidden Under My Bed,” by Fran Avni.Copyright 1997 by Fran Avni. Reprinted by permission of FranAvni. For information about the audiocassette “I’m All Ears,” schoolconcerts, and workshops, contact Fran Avni at 510-595-9132 orFAVNI@aol.com.Cambridge University Press: “Selected Statistics for Major Sources ofSpoken and Written Language,” from “Vocabulary Simplification forChildren: A Special Case of ‘Motherese’?” by Donald P. Hayes andMargaret G. Ahrens in Journal of Child Language, Vol. 15, No. 2 (June1988), pp. 395–410. Reprinted with the permission of CambridgeUniversity Press.International Reading Association: “Variation in Amount of IndependentReading” figure from Anderson, R. C. (1996). “Research Foundationsto Support Wide Reading.” In V. Greany (ed.) Promoting Reading inDeveloping Countries. Newark, DE: International Reading Association.Adapted from R. C. Anderson, P. T. Wilson, and L. G. Fielding (1988),“Growth in Reading and How Children Spend Their Time OutsideSchool,” Reading Research Quarterly 23 (3), pp. 285–303. Reprinted bypermission of Richard C. Anderson and the International ReadingAssociation.Lawrence Erlbaum Associates, Inc.: “Correlation Between Decodingand Comprehension in the Connecticut Longitudinal Study,” from“The Case for Early Reading Intervention” by Barbara R. Foorman,David J. Francis, Sally E. Shaywitz, Bennett A. Shaywitz, and Jack M.Fletcher, in Foundations of Reading Acquisition and Dyslexia: Implicationsfor Early Intervention, edited by Benita A. Blachman. Copyright 1997by Lawrence Erlbaum Associates, Inc. Reprinted by permission ofBarbara R. Foorman and Lawrence Erlbaum Associates, Inc.LinguiSystems, Inc.: “The Hungry Thing” activity, adapted from “TheHungry Thing” activity in The Sounds Abound Program developed atthe Stern Center for Language and Learning by Orna Lenchner andBlanche Podhajski. Copyright 1998 by LinguiSystems, Inc. Adaptedby permission of LinguiSystems, Inc., East Moline, IL. 800-776-4332.John Ross: “Albert Einstein Asks a Question,” by John Ross. Copyright 1999 by John Ross. Used by permission of the author.San Francisco Mime Troupe: “TV Dinner,” by the San Francisco MimeTroupe. Script by Joaquin Aranda, Daniel Chumley, and Joan Holden.Based on a story by Sophia and Kate Chumley. Songs by Bruce Barthol.Copyright 1979 by the San Francisco Mime Troupe. Adapted bypermission of The San Francisco Mime Troupe. 415-285-1717.Ann Seidler: “The Hungry Thing,” by Jan Slepian and Ann Seidler.Copyright 1967 by Ann G. Seidler and Janice B. Slepian. Currentlyout of print. Reprinted by permission of Ann G. Seidler.Illustration Credits: Art Parts Photo Credits: JupiterImages (pp. 760, 761)

ôO NLI NER E SO U RC EFor Teachers and College out the Teaching Reading SourcebookxivAbout the Common Core State Standards and the Teaching Reading SourcebookCorrelation: Sourcebook Sample Lesson Models to Common Core State StandardsThe Big Picture 1The Reading Deficit 2The Brain and Reading 4Scientific Approach to Reading Instruction 6Essential Components of Reading Instruction 7Reading Assessment 10Downward Spiral of Reading Failure 13Academic Language 14Differentiated Instruction 16Word StructureSection I: Word Structure19Chapter 1 Structure of English 21what?Phonemes 22Consonant Phoneme Classifications 24Vowel Phoneme Classifications 26Sound/Spellings 28Syllables 36Onset-Rime 38Morphemes 42Chapter 2 Structure of Spanish 49what?Spanish Letter/Sound System 50Spanish Sound/Spelling Sequence 56Spanish Syllable Types and Patterns 58English/Spanish Language Differences 60Spanish/English Cross-Language Transfer 62English/Spanish Cognates 64xvixviiiv

Early LiteracySection II: Early LiteracyIntroductionvi6769Chapter 3 Print Awareness 71what?Print Awareness 72Print Referencing 73why?Print Awareness 74when? Print Awareness 76how?Sample Lesson Model:Print Referencing in Shared Storybook Reading78Chapter 4 Letter Knowledge 83what?Letter Knowledge 84Letter-Name Iconicity 84Letter Characteristics 86Use of Letter Names to Learn Letter Sounds 88Handwriting 89why?Letter Knowledge 92when? Letter Knowledge 94how?Sample Lesson Models:Letter Names and Shapes: Uppercase Letters 96Handwriting: Uppercase Letter Forms 99Letter Names and Shapes: Lowercase Letters 103Handwriting: Lowercase Letter Forms 107Letter-Sound Strategy 110Chapter 5 Phonological Awareness 115what?Phonological Awareness 116Levels of Phonological Awareness 117Effective Phonological Awareness Instruction 120why?Phonological Awareness 122when? Phonological Awareness 124how?Sample Lesson Models:The Hungry Thing 128Phonological Medley 132

ôO NLI NER E SO U RC EFor Teachers and College InstructorsSalad Toss 137Critter Sitter 140Bridge Game 143Sound Match 146Odd One Out 149Simon Says 151Say-It-and-Move-It 154Elkonin Sound Boxes 156Decoding andWord RecognitionSection III: Decoding and Word oduction 161The Road to Reading Words 161The Adams Model of Skilled Reading 162Ehri’s Phases of Word Recognition Development 163Decoding Is Connected with All Aspects of Reading 167Chapter 6 Phonics 169what?Phonics 170Systematic and Explicit Phonics Instruction 170Approaches to Phonics Instruction 172Good Phonics Instruction 174Effective Instructional Techniques 176Phonics Scope & Sequence 177Decoding Regular Words 179Blending Routines 181Automatic Word Recognition 183Decodable Text 183Phonograms 186Word Work for Encoding and Decoding 187why?Phonics 190when? Phonics 192how?Sample Lesson Models:Integrated Picture Mnemonics 196Introducing Consonant Digraphs 200

Introducing Short Vowels 204Reading and Writing CVC Words 208Reading and Writing CCVC Words 214Reading and Writing CVCe Words 221Reading and Writing Words with VowelCombinations 226Reading and Writing Words with PhonogramsMethod for Reading Decodable Text 235viiiChapter 7 Irregular Word Readingwhat?why?when?how?241Irregular Word Reading 242High-Frequency Irregular Words in Printed TextTeaching Irregular Word Reading 246Irregular Word Reading 248Irregular Word Reading 250Sample Lesson Models:Sound-Out Strategy 252Spell-Out Strategy 255Chapter 8 Multisyllabic Word Readingwhat?why?when?how?232259Multisyllabic Word Reading 260Syllabication261Syllable Types and Division Principles 263Affixes as Syllables 266Flexible Syllabication 267Multisyllabic Word Reading 268Multisyllabic Word Reading 270Sample Lesson Models:Introducing Open and Closed Syllables 272Syllable Division Strategy: VC/CV 276Syllable Division Strategy: VCV 283Syllable Segmentation Strategy 292Syllasearch Procedure 298Introducing Affixes 304Flexible Strategy for Reading Big Words 308Root Word Transformation Strategy 314243

Reading Fluenc ySection IV: Reading Fluency319Introduction 321Accuracy 322Rate 322Prosody 323Fluency Influences 323Chapter 9what?why?when?how?ixFluency Assessment 327Fluency Assessment 328Assessment of ORF: Rate and Accuracy 328ORF Performance Expectations 330ORF CBM and Upper-Grade Students 333Assessment of Prosodic Reading 333Diagnosis of Dysfluent Reading 335Fluency Assessment 336Fluency Assessment 338Sample Assessment Models:Assessment of ORF Rate and Accuracy 340Digital Graphing of ORF Scores 349Assessment of Prosodic Reading 355Chapter 10 Fluency Instruction 359what?Fluency Instruction 360Independent Silent Reading 361Assisted Reading 361Repeated Oral Reading 363Integrated Fluency Instruction 366Choosing the Right Text 367why?Fluency Instruction 370when?Fluency Instruction 372how?Sample Lesson Models:Timed Repeated Oral Reading 374Partner Reading 384Phrase-Cued Reading 391Readers Theatre 398ôO NLI NER E SO U RC EFor Teachers and College InstructorsTeachingReadingSourcebook.com

VocabularySection V: Vocabulary405Introduction 407Forms of Vocabulary 408xExtent of Word Knowledge 409Vocabulary Size 410The Vocabulary Gap 412Links Between Vocabulary and Comprehension 414Components of Vocabulary Instruction 415Instruction for English-Language Learners (ELLs) 418Chapter 11 Specific Word Instructionwhat?why?when?how?Specific Word Instruction 420Selecting Words to Teach 421Rich and Robust Instruction 427Specific Word Instruction 432Specific Word Instruction 434Sample Lesson Models:Text Talk: Read-Aloud Method 436Meaning Vocabulary: Direct Explanation Method 443Method for Independently Read Text 453Introducing Function Words 462Concept Picture Sort 467Semantic Map 470Semantic Feature Analysis 474Possible Sentences 478Word Map 481Keyword Method 484Chapter 12 Word-Learning Strategieswhat?419Word-Learning Strategies 488Dictionary Use 488Morphemic Analysis 490487

why?when?how?Cognate Awareness 496Contextual Analysis 498Combined Morphemic and Contextual Analysis 501Word-Learning Strategies 502Word-Learning Strategies 504Sample Lesson Models:Using the Dictionary 506PAVE Procedure 511Concept of Definition Map 516Compound Words 521Word Families 524Word-Part Clues: Prefixes 527Word-Part Clues: Suffixes 533Word-Part Clues: Roots 537Context Clues 541Introducing Types of Context Clues 545Applying Types of Context Clues 551Introducing The Vocabulary Strategy 555Practicing The Vocabulary Strategy 562Chapter 13 Word Consciousnesswhat?why?how?569Word Consciousness 570Adept Diction 570Word Play 575Word Histories and Origins 576Word Consciousness 578Sample Lesson Models:Animal Idioms 580Latin and Greek Number Words 584Antonym Scales 588Web Word Web 592Five-Senses Simile Web 595Poetry as Word Play 598Vocabulary Hotshot Notebook 601ôO NLI NER E SO U RC EFor Teachers and College InstructorsTeachingReadingSourcebook.comxi

ComprehensionSection VI: Comprehension607Introduction 609Fundamentals of Comprehensionxii609What Good Readers Do 613Comprehension Strategies 614Explicit Comprehension Strategies Instruction 624Reader Response 629Instruction for English-Language Learners (ELLs) 631Cognitive Demand and Webb’s Depth of Knowledge 631Chapter 14 Literary Textwhat?why?when?how?633Literary Text 634Story Structure 634Strategy Application 636Multiple-Strategy Instruction Program: TSI 642Reader Response 642Literary Text 644Literary Text 646Sample Lesson Models:Dialogic Reading: Picture Book Read-Aloud Method 648Story Structure 651TSI (Transactional Strategies Instruction) 659Book Club: Writing in Response to Literature 677Chapter 15 Informational Textwhat?681Informational Text 682Informational Text Structure 683Considerate Texts 686Strategy Application 687Multiple-Strategy Instruction Program: CSR 694Reader Response 694Motivation and Engagement with Reading 695Web-Based Text 696

why?when?how?Informational Text 698Informational Text 700Sample Lesson Models:QAR (Question-Answer Relationships) 702Strategies for Summarizing 711CSR (Collaborative Strategic Reading) 720QtA (Questioning the Author) 733CORI (Concept-Oriented Reading Instruction) 739MTSS for Reading Success743Introduction 744Multi-Tiered Levels of Prevention and Support 745Evidence-Based Programs with High-Quality InstructionOngoing Assessment 751Data-Based Decision Making and Problem Solving 752Multi-Tiered Model of Reading Instruction 754For printablePDFs of the Resourcessection, go towww.corelearn.com/SB2Resources.html747Resources 755Sample Texts 756Activity Masters 781Teaching Charts 797Connect to Theory Answer KeyReferences800804IndexesSubject Index 817Chart and Table Index 825Sample Lesson Model Index 826ELL Index 826ôO NLI NER E SO U RC EFor Teachers and College InstructorsTeachingReadingSourcebook.comxiii

ABOUT THE TEACHING READING SOURCEBOOKFor educators at every level, theTeaching Reading Sourcebook isa comprehensive reference aboutreading instruction. OrganizedThe Teaching Reading Sourcebook combines the best features of an academic text and a practical hands-on teacher’s guide. It is an indispensableresource for teaching reading and language arts to both beginning andolder struggling readers.according to the elements ofexplicit instruction (what? why?W H AT ? W H Y ? W H E N ? H O W ?when? and how?), the Sourcebookincludes both a research-informedknowledge base and practicalsample lesson models.what?a thorough but concise graphicexplanation of research-basedcontent and best practiceswhy?a readable summary ofscientifically based research,selected quotes fromresearchers, and a bibliographyof suggested readingwhen?information about instructionalsequence, assessment, andintervention strategies.how?sample lesson models withsuggestions for correctivefeedback; providing a bridgebetween research andpractice, and making explicitinstruction easy User-friendly text Plentiful charts and tablesxivConnect to Theory Interactive activities for the reader Opportunities to review and interpret content

SAMPLE LESSON MODELSExplicitREADINGINSTRUCTIONmade easy!The Teaching ReadingSourcebook can beused by . . . elementary teachersto enhance reading instruction incore reading programs middle and high school teachersto enhance language arts andcontent-area instruction college professors and studentsas a textbook for pre-serviceteacher education providers of professionaldevelopmentas an educational resource tool school or district administratorsto support and facilitate effectiveliteracy instruction literacy coachesas a resource for implementation teachers of English-languageLesson Model Features Focus and materials sidebar Explicit instruction Clear explanation Teacher modeling Useful background informationIdentification of research baseSupport for English-language learnersSuggestions for corrective feedbacklearners (ELLs)to support reading acquisition teachers of older struggling readersfor research-based strategiestailored to individual needsRESOURCES new teachersThe Resources section providesreproducible sample texts,activity masters, and teachingcharts designed to be used inconjunction with sample lessonmodels. Sample texts includeliterary and informational textsthat provide a context for explicitinstruction.as a comprehensive foundationfor reading instructionProfessional Learning for ReadingGo to corelearn.comôxv

CC S SThe Common CoreState Standards do nottell teachers howto teach, but they dohelp teachers figure outthe knowledge andskills their studentsshould have . . . .—Common Core State StandardsInitiative, 2012CC SSHow the Sourcebook can beuseful for implementingthe Common Core . . . It provides a bridge between theA B O U T T H E C O M M O N C O R E S TAT E S TA N D A R D S A N DTHE TEACHING READING SOURCEBOOKThe Teaching Reading Sourcebook has always supported educators inbridging the gap between evidence-based reading research and actionableinstructional strategies. The Sourcebook also supports educators’ effortsin understanding, transitioning to, unpacking, and implementing theCommon Core State Standards for English Language Arts. In the ThirdEdition, useful features seamlessly connect and clarify the Sourcebook’salignment to the Common Core.CC S S F E AT U R E SCross-referencesto Common Core CCSS cross-references clearly indicatehow Sourcebook content aligns tothe Common Core. Sourcebook’s section and chaptertitles reflect terminology used in theCommon Core. Sourcebook includes an easy-tounderstand, graphic explanation ofthe Common Core’s text complexitystandard. CCSS text complexity levels are provided for all Sample Texts.Standards and evidence-basedinstruction. It encompasses the Reading strand,Graphic explanationsof text complexityespecially Foundational Skills. It extensively covers VocabularyAcquisition and Use in theLanguage strand. It enhances understanding ofCommon Core’s Appendix A:Research Supporting Key ElementsCharts and Tables Further Elicit Understanding of the Common Core Organization of the Common Core State Standards for English Language Arts, p. xvii Quick Reference: Where to Find the Common Core in the Sourcebook, p. xvii Correlation: Sourcebook Sample Lesson Models to Common Core State Standards, pp. xviii-xix Common Core State Standard’s Model for Measuring Text Complexity, p. 610 Qualitative Measures of Text Complexity: Literary and Informational Text, p. 611of the Standards. It emphasizes reading of informational text: 8 out of 12 SampleTexts are informational.xviExcerpted from Teaching Reading Sourcebook, Third Edition. Copyright 2018 by CORE. All rights reserved.

CC SSOrganization of the Common Core State Standards for English Language ArtsStrandsCollege and Career Readiness (CCR) Anchor StandardsGrade-Specific StandardsREADING: Literature (RL) Key Ideas and Details (1, 2, 3) Craft and Structure (4, 5, 6) Integration of Knowledge and Ideas (7, 8, 9) Range of Reading and Level of Text Complexity (10)Grades K–5Grades 6–12READING: Foundational Skills (RF) Print Concepts (1) Phonological Awareness (2) Phonics and Word Recognition (3) Fluency (4)Grades K–5WRITING (W) Text Types and Purposes (1, 2, 3) Production and Distribution of Writing (4, 5, 6) Research to Build and Present Knowledge (7, 8, 9) Range of Writing (10)Grades K–5Grades 6–12SPEAKING AND LISTENING (SL) Comprehension and Collaboration (1, 2, 3) Presentation of Knowledge and Ideas (4, 5, 6)Grades K–5Grades 6–12LANGUAGE (L) Conventions of Standard English (1, 2) Knowledge of Language (3) Vocabulary Acquisition and Use (4, 5, 6)Grades K–5Grades 6–12READING: Informational Text (RI)See next pagefor correlations ofSourcebookSample LessonModels to CCSSNational Governors Association Center for Best Practices and Council of Chief State School Officers, 2010.CC SSQuick Reference: Where to Find the Common Core in the SourcebookCOMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTSTEACHING READING SOURCEBOOKSTRANDCCR ANCHOR STANDARDSECTION Print ConceptsII: Early Literacy3. Print Awareness4. Letter Knowledge Phonological AwarenessII: Early Literacy5. Phonological Awareness Phonics and Word RecognitionIII: Decoding and Word Recognition6. Phonics7. Irregular Word Reading8. Multisyllabic Word Reading FluencyIV: Reading Fluency9. Fluency Assessment10. Fluency Instruction Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text ComplexityVI: Comprehension14. Literary TextVI: Comprehension15. Informational Text Conventions of Standard EnglishII: Early Literacy4. Letter KnowledgeIII: Decoding and Word Recognition6. Phonics7. Irregular Word Reading8. Multisyllabic Word ReadingREADING: Foundational SkillsREADING: LiteratureREADING: Informational TextLANGUAGE Vocabulary Acquisition and UseCHAPTERV: Vocabulary11. Specific Word Instruction12. Word-Learning Strategies13. Word ConsciousnessVI: Comprehension14. Literary Text15. Informational TextExcerpted from Teaching Reading Sourcebook, Third Edition. Copyright 2018 by CORE. All rights reserved.xvii

CC S SCorrelation: Sourcebook Sample Lesson Models to Common Core State StandardsTEACHING READING SOURCEBOOKCOMMON CORE STATE STANDARDSREADINGCHAPTERSAMPLE LESSON MODELRF.1xviiiRF.2RF.33. Print AwarenessPrint Referencing in Shared Storybook Reading78x4. Letter KnowledgeLetter Names and Shapes: Uppercase LettersHandwriting: Uppercase Letter FormsLetter Names and Shapes: Lowercase LettersHandwriting: Lowercase Letter FormsLetter-Sound Strategy9699103107110x5. Phonological AwarenessThe Hungry ThingPhonological MedleySalad TossCritter SitterBridge GameSound MatchOdd One OutSimon SaysSay-It-and-Move-ItElkonin Sound Boxes1281321371401431461491511541566. PhonicsIntegrated Picture MnemonicsIntroducing Consonant DigraphsIntroducing Short VowelsReading and Writing CVC WordsReading and Writing CCVC WordsReading and Writing CVCe WordsReading and Writing Words with Vowel CombinationsReading and Writing Words with PhonogramsMethod for Reading Decodable Text1962002042082142212262322357. Irregular Word ReadingSound-Out StrategySpell-Out Strategy252255xx8. Multisyllabic Word ReadingIntroducing Open and Closed SyllablesSyllable Division Strategy: VC/CVSyllable Division Strategy: VCVSyllable Segmentation StrategySyllasearch ProcedureIntroducing AffixesFlexible Strategy for Reading Big WordsRoot Word Transformation Assessment of ORF Rate and AccuracyDigital Graphing of ORF ScoresAssessment of Prosodic Reading340349355xxx10. Fluency InstructionTimed Repeated Oral ReadingPartner ReadingPhrase-Cued ReadingReaders Theatre374384391398xxxxLesson Model Videos deos/RLx9. Fluency AssessmentPLANGUAGEPA G ExL.4,5,6

CC S SCorrelation: Sourcebook Sample Lesson Models to Common Core State StandardsTEACHING READING SOURCEBOOKCOMMON CORE STATE STANDARDSREADINGCHAPTERSAMPLE LESSON MODELRF.111. Specific Word Instruction12. Word-Learning Strategies13. Word Consciousness14. Literary Text15. Informational TextPLANGUAGEPA G ERF.2RF.3RF.4RLRIxxxxxxL.1,2L.4,5,6Text Talk: Read-Aloud MethodMeaning Vocabulary: Direct Explanation MethodMethod for Independently Read TextIntroducing Function WordsConcept Picture SortSemantic MapSemantic Feature AnalysisPossible SentencesWord MapKeyword Method436443453462467470474478481484Using the DictionaryPAVE ProcedureConcept of Definition MapCompound WordsWord FamiliesWord-Part Clues: PrefixesWord-Part Clues: SuffixesWord-Part Clues: RootsContext CluesIntroducing Types of Context CluesApplying Types of Context CluesIntroducing The Vocabulary StrategyPracticing The Vocabulary mal IdiomsLatin and Greek Number WordsAntonym ScalesWeb Word WebFive-Senses Simile WebPoetry as Word PlayVocabulary Hotshot Notebook580584588592595598601Dialogic Reading: Picture Book Read-Aloud MethodStory StructureTSI (Transactional Strategies Instruction)Book Club: Writing in Response to Literature648651659677xxxxxxxQAR (Question-Answer Relationships)PStrategies for SummarizingCSR (Collaborative Strategic Reading)QtA (Questioning the Author)CORI (Concept-Oriented Reading Instruction)702711720733739xxxxxxxxLesson Model Videos xxxxxxxxxxxxxKEY Common Core State StandardsRF.1RF.2RF.3RF.4Print ConceptsPhonological AwarenessPhonics & Word ational TextConventions of Standard EnglishVocabulary Acquisition and UseNote: RF stands for Reading: Foundational Skills.xix

THE BIG PICTUREThe Big Picture

The Big Picture2Where the press is freeand every man isable to read, all is safe.—THOMAS JEFFERSONNAEPAchievement Levelsbasicpartial mastery of knowledgeand skills fundamental for proficient academic performanceproficientThe Reading DeficitLiteracy is an essential skill needed to participate intoday’s world. Whether we are reading a ballot, amap, a train schedule, a driver’s test, a job application, a text message, a label on a medicine container, or a textbook, reading is required to fullyfunction in our society. Unfortunately, an enormous proportionof young citizens cannot read well enough to adequately function or to expand their knowledge about the world. This situation is especially distressing because we now know that themajority of students can learn to read regardless of their backgrounds (Lyon 2002).The State of Reading TodayThe focus on learning to read has never been greater. The latestNational Assessment of Educational Progress (NAEP) indicatesthat fourth- and eighth-grade reading scores are abysmally low.According to the achievement-level results in reading, 63 percent of fourth graders and 64 percent of eighth graders scoredat or below the basic level of reading achievement.solid academic performanceadvancedsuperior academic performanceNAEP Overall Achievement-Level Results in ReadingGRADEBelow BasicBasicProficientAdvancedGrade 432%31%28%9%Grade 824%40%32%4%National Center for Education Statistics 2017.THE BIG PICTUREExcerpted from Teaching Reading Sourcebook, Third Edition. Copyright 2018 by CORE. All rights reserved.

The Big PictureOnline SourceCommon Core State nal standardshelp teachers ensure theirstudents have the skillsand knowledge theyneed to be successful byproviding clear goals forstudent learning.—COMMON CORES TAT E S TA N D A R D SI N I T I AT I V E , 2 0 1 2Common Core State StandardsThe Common Core State Standards (CCSS) for EnglishLanguage Arts (National Governors Association Center forBest Practices and Council of Chief State School Officers 2010)are the culmination of an extended, broad-based effort to createthe next generation of K–12 standards to help ensure that allstudents are college and career ready in literacy no later thanthe end of high school. The Standards aim to be research andevidence based, aligned with college and work expectations,rigorous, and internationally benchmarked. Until now, moststates have had their own set of English language arts standards,meaning public education students at the same grade level indifferent states have been expected to achieve at different levels.It is believed that common standards will provide more clarityabout and consistency in what is expected of student learningacross the country. They will allow states to share informationeffectively and will help provide all students with an equalopportunity for an education that will prepare them to go tocollege or enter the workforce, regardless of where they live.CC S SSources ofReading FailureNeurological factors(brain metabolism)Familial factors (environment)Socioeconomic factors (poverty)Instructional factors (teaching)What’s Not Working?With all this focus on reading and education, one might wonder why scores have not dramatically changed for the better.Research suggests that using ineffective teaching methods alongwith instructional strategies that are without “enough researchevidence” limit student mastery of essential skills and newconcepts (Rosenshine 2012; Moats 2007; Sweet 2004). Forexample, even though extensive research clearly shows thatstudents, regardless of their learning difficulties, reach higherand faster achievement with systematic and explicit instruction, this type of instruction is still not always used (Gill andKozloff 2004).THE BIG PICTUREExcerpted from Teaching Reading Sourcebook, Third Edition. Copyright 2018 by CORE. All rights reserved.3

The Big PictureLEFTOFparietal lobeHEMISPHERETHEBRAINparieto-temporal areafrontal lobeoccipito-temporalarea4Broca’s areaoccipital lobetemporal lobecerebellumThe Brain and ReadingDYSLEXIAa specific learning disabilitythat is neurobiologicalin origin; characterized bydifficulties with accurateand/or fluent wordBrain research is an area of scientific investigation looking forthe best ways to teach students how to read. Functional magnetic resonance imaging (fMRI) technology has allowed scientists to track brain activity. Researchers have discovered thatthe brain activation patterns of students with dyslexia andother poor readers are different from those of good readers.recognition and by poorspelling and decodingabilitiesOnline SourceIDA: InternationalDyslexia AssociationAbout Dyslexiaôwww.dyslexiaida.orgBrain GeographyThe brain is made up of two mirror-image sides, or hemispheres.Each hemisphere of the brain is divided into four lobes, or sections: frontal, parietal, temporal, an

Word-Learning Strategies 502 when? Word-Learning Strategies 504 how? Sample Lesson Models: Using the Dictionary 506 PAVE Procedure 511 Concept of Definition Map 516 Compound Words 521 Word Families 524 Word-Part Clues: Prefixes 527 Word-Part Clues: Suffixes 533 Word-Part Clues: Roots 537 Context Clues 541 Introducing Types of Context Clues 545

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00_Crawford_Price_BAB1407B0153_Prelims.indd 1 11/11/2014 7:36:56 PM. 1 INTRODUCING GROUPWORK Chapter summary In this chapter you will learn about the overall purpose, aims, scope and features of this book how the book is structured and the brief contents of each chapter how the book is aligned with a range of national standards and requirements related to professional social work .