If – Then ChartMatching Instruction with Specific Student Needs

If Students Need Support in TheseAreas…

Then Try These Strategies…WholeClass

SmallGroup/

Individual

CenterOr

Teams

PrintConceptKnowledge

Modeled Reading with Focus on Print Concepts

X X

Shared Reading with Focus on Print Concepts

X X

Interactive Writing X XEnvironmental Print Study X XEnvironmental Print Big Books X XLiteracy Walks XEnvironmental Print Wordplay X XReading the Walls X X XPaired Book Sharing X X

LetterKnowledge

Modeled Writing with Emphasis on Letters X XShared Writing with Emphasis on Letters X XScaffolded Writing XName Cards X XWord Cards X XStructured Letter Play XManipulating Letters X X XAlphabet Strips XAlphabet Book Study X XAlphabet Mat Activities X X

PhonologicalAwareness

Oral Language Study X XModeled Writing with Emphasis on Listening for Sounds

X X

Scaffolded Spelling X XObject Sorts X XOnset-Rime Lessons X XRhyme Lessons X XSound Boxes XSay It and Move It X

PhonicsKnowledgeAnd WordAnalysis

Word Study X XWord Sorts X XStudent Made Alphabet Books XWord Hunts XWord Challenges XWord Building X XScaffolded Writing X X

If – Then ChartMatching Instruction with Specific Student Needs

If Students Need Support in TheseAreas…

Then Try These Strategies…WholeClass

SmallGroup/

Individual

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Teams

DecodingMulti-Syllabic Words

Syllable and Part Blending X XParts Analysis XSpelling in Parts X XTricky Passages XWord Recording X X

HighFrequencyWords

Word Study and Word Wall X XVisual-Auditory-Kinesthetic-Tactile XManipulating Words XTransparency Tape Lists XWord Concentration XRetrospective Miscue Analysis: HFW’s X

Using andIntegratingCue Systems

Guided Reading XCue System Prompts X XMiscue Investigation XRetrospective Miscue Analysis XCooperative Controlled Cloze X X

Fluency

Independent Reading XRepeated Reading XEcho Reading XPaired Reading XTeam Reading XComputer and Audio Recorded Reading XPerformance Reading XReaders Theater X X XDocumentary Clip Reading X XFluency Development Lesson XLanguage Transcription XChoral Reading X X

Prereading Three Finger Rule XPreviewing X XAnticipation Guides X X X

Engaging With Text

Guiding Reading XMindful Predicting X XMindful Questioning X XQuestioning the Author XReciprocal Questioning XMindful Monitoring X XReciprocal Teaching X XLiterature Circles X

If – Then ChartMatching Instruction with Specific Student Needs

If Students Need Support in TheseAreas…

Then Try These Strategies…WholeClass

SmallGroup/

Individual

CenterOr

Teams

IdentifyingMain/KeyIdeas

Retelling Guides X XStory Maps X XInformational Text Maps X XRetelling Centers X

ThinkingBeyond the Text

Mindful Inferring XQuestion Solving X XCollaborative Reasoning X

Content and VocabularyKnowledge

Gathering Information X XWhat Do You Know Web X XQuestion and Answer Generation X XPreview, Overview, Review X XCharting Questions and Answers X XKey Word Study X XVocabulary Studies X X XResources for New Words X XThematic Read-alouds X XMorphological Analysis XLanguage Structure Challenges X XStudying English Language Syntax X

GlossaryPrint Concepts

Modeled Reading with Focus on Print Concepts – A teacher led instructional technique that explicitly teaches students about title, author, illustrations, front and back covers, where to begin reading, and the functions of print and illustrations.Shared Reading with a Focus on Print Concepts – A teacher led instructional technique that involves the teacher and students reading together and discussing print concepts as noted above.Interactive Writing – A teacher guided activity where the teacher acts as a scribe while she models writing concepts and takes student input on what is written.Environmental Print Study – Teacher guided activities designed to build foundational knowledge about print concepts, including the knowledge that words have meaning and that different letters make different words.Environmental Print Big Books – Books created with teacher guidance using environmental print. These kinds of books support children’s early development of print concepts and can be a first step toward reading.Literacy Walks – Short neighborhood or school walks where children look for environmental print, discussing what they find, its purpose, and what it might say.Environmental Print Wordplay –Children use multiple copies of environmental print in various team or center activities including reading, matching, writing, or “drawing” the words and/or logos.

Reading the Walls – Student teams walk around the room, locating, recording, and sharing words that they can read.Paired Book Sharing – Children work in pairs with self-chosen books, talking about what they see on each page, looking for interesting pictures, and sharing words they know. This is a low-risk activity good for ELL’s and struggling students.

Letter KnowledgeModeled Writing with Emphasis on Letters – Teacher led instructional technique effective with small groups or whole class. The teacher chooses a purpose for writing that has meaning for the students, then models the writing while emphasizing the names of the letters. For more advanced students, the emphasis can also be on letter sounds. Provide scaffolding for students as they write their own follow up pieces.Shared Writing with Emphasis on Letters – Useful for whole class or small group, this technique is teacher led with student input. Students are allowed to write some of the letters of a meaningful writing project, with teacher support as needed. Give students a copy of the finished product to read and reread.Scaffolded Writing – Students in small groups write while the teacher observes and provides individualized support. As they write, students can talk, share ideas, and help each other. Struggling writers can draw and then label what they have drawn.Name Cards – Familiar words, the students’ names, are used to support the development of letter knowledge, especially recognizing and forming letters. Begin by preparing name cards for each child and yourself. Have children observe while you point to or trace each letter on your card, then have the students do the same with their own cards. Use the term letter often, as students often confuse this term with number or word. Children can say their letters to a partner, exchange cards, and sort all the cards by various attributes.Word Cards – Prepare a different word card for each student. Use sight words, or other meaningful words. As you hand out the cards, show each one while drawing attention to the sounds of the first letters. Model how to use the letter sounds to read the words. Students can work in partners to read each other’s words, or students can show words to the class for reading.Structured Letter Play – This activity uses magnetic letters or letter tiles in student centers. Have children sort into letters they can and cannot name, make words or their names, or put the letters in ABC order. For unknown letters, children can take one letter, find out its name, trace it, write it down, and take it home. Other activities could include matching upper and lower case, sorting upper and lower case, and sorting vowels and consonants.Manipulating Letters – After teacher modeling, students use sand trays or play dough to form letters and words. This activity can be used with whole class, small groups, or centers. Children can work on letters they are learning, or copy words from around the room.Alphabet Strips – This whole class activity is designed to show students the many ways they can use alphabet strips to support their writing. Give each child an alphabet strip. Lead the class in a recitation of the alphabet as students point to each letter. Have them look at the pictures and name them with a partner. Using several additional letters, question students about the relationship between the letter and its picture. Have them find the first letter of their names, and then discuss whether the picture and their names begin with the same sound. Ask how the strips could help students in their writing. Follow up with support as students use the strips to help them figure out the sounds the letters make.

Alphabet Book Study – Begin this activity by collecting a set of alphabet books. As you read them to the class, note how they are the same or different. Discuss how the authors use the letters and sounds. The books can be added to a center or to book bins for students to use. Students can create their own alphabet book with each child making their own page. Struggling students can draw a picture and work on the spelling for one word, while more able students can draw and then write a sentence.Alphabet Mat Activities – Prepare laminated alphabet mats and letter tiles for each student. An alphabet mat can be made from card stock that is printed with a grid that contains all the letters of the alphabet. Begin by having students point to the letters as they say each one. They can work individually or in pair to match lowercase letter tiles with the uppercase letters on the mat. More advanced students can say the sounds of the letters. As a check of knowledge, ask the students to point to various letters, then trace the letter in the air and write it on paper. Give students a set of small pictures to place on the mat, matching the beginning sound of the pictured object to the correct letter. Students working in pairs can have partners check their work. To be most effective, use assessments to hone in on the specific letters and sounds that children need to work with.

Phonological AwarenessOral Language Study – Activities to develop phonological awareness involve teaching students to segment and blend word parts and sounds. In the beginning, the teacher will read aloud poetry, nursery rhymes, and songs, with an oral emphasis on the rhyming and alliterative words. This oral knowledge helps students connect spoken and written language when they see the words in print. Teachers continue to add oral activities that emphasize beginning, middle, and ending sounds, and advance to adding, deleting, and substituting individual phonemes. Eventually, children use Elkonin boxes and chips, and then letter tiles, to connect the oral activities to written language (see Sound Boxes and Say It and Move It below).Modeled Writing with Emphasis on Listening for Sounds – In modeled writing, the focus is on teaching students about the individual sounds that make up words. Modeled writing provides a natural integration of phonological awareness and phonics. Begin by choosing a meaningful writing project for the students. Use chart paper or a whiteboard to model the writing. During the activity, model how to stretch words while listening to the sounds, and then blend the words back together as you complete them. Provide opportunities for students to do their own writing, supporting them as they listen for the sounds in words. Scaffolded Spelling – Similar to Modeled Writing, Scaffolded Spelling supports students as they learn to listen for sounds in words. This is a valuable transition activity from phonological awareness to phonics. Begin the activity by choosing several words that includes letters/sounds that the students know. Give each student a whiteboard or paper. Have students stretch the words, one at a time, listening for the sounds. A slinky can be a valuable tool for the stretching process as the teacher models by saying each sound. Encourage the students to stretch the word on their own, listening for the first sound and writing it on their whiteboards. Repeat for each sound. This activity can be continued in small groups until children can stretch the words on their own and write them down.Object Sorts – This student centered activity helps students to listen for the sounds in words. Collect 3-4 small metal buckets along with a variety of small objects to place in them. The objects should be in sets that have the same beginning sounds (for example, several that begin

with the letters D, T, M or P), the buckets should be marked accordingly. Students will sort the objects into the buckets according to initial sounds. Onset-Rime Lessons – In onset-rime lessons, students learn through modeling and practice how to segment and blend onsets and rimes. This activity also integrates phonological awareness and phonics. Prepare several onsets and one rime to use in a pocket chart. Model blending the onsets and rimes, then continue by saying the onsets while students say the rime. After the students are able to do this consistently, have them blend the onset and rime on their own. Work through several onsets, keeping the same rime. Small groups or pairs can be given their own onset-rime sets to work through. For struggling students, use just one rime with several onsets. For students who continue to have difficulty with this activity, follow up with more intensive intervention. See charts below of common onsets and rimes.Rhyme Lessons – This rhyming activity is designed to help students learn to blend word parts. Begin with a common rime from the chart below, and write it on large chart paper. Starting at the beginning of the alphabet (refer to a posted alphabet strip), model how to try out a consonant as an onset for the rime. Make sure the children understand that the goal is to make real words. If the chosen rime is –ame, show the students how to blend /b/ with –ame, and then discuss whether a real word has been created. Model with a few consonants until you have created at least one real word and one nonword. Point out that all the words rhyme. The lesson can continue in small groups or pairs locating other real words that rhyme with the ones identified so far. They can record their words on note cards, and then share them with the class. Repeat the lesson periodically with other rimes. Work in small groups for those students needing further intervention.Sound Boxes – Sound boxes support children as they learn how to segment and blend word parts. Sound cards can be made and laminated for repeated use. See below for examples. The card should have a one syllable word at the top, and a box for each sound in the word. Include a blank space at the bottom for chips. Include pictures, making sure that the words have one syllable with distinctly heard sounds. Begin by modeling how to stretch words into their phonemes while you push a chip into the appropriate box for each sound articulated. Give each student their own sound card, and have them move the chips into the boxes while you model stretching the words. Support until students can stretch the words and push the chips into the boxes independently. Continue the lessons over time, in small groups and with intervention students, until they are competent.Say It and Move It – This is a small group activity designed to integrate phonological awareness and phonics. Begin by giving each student a sound box mat. These can be made and laminated for future repeated use. Also give them a small selection of letter tiles such as a, b, e, f, m, t. Say a word with two, three, or four phonemes and help students to say the individual phonemes as they push the corresponding letter into the appropriate box – Cat. /c/ /a/ /t/. Have students “underline” the letters as they blend the sounds to make the word. Continue over time until students are able to consistently segment and blend words.

Phonics Knowledge and Word AnalysisWord Study – This activity helps children develop understandings about letters, letter-sound relationships, words, and patterns in words. Word study may be implemented in small groups or with the whole class. Begin by dividing students into pairs, giving each pair a white board and marker. Select a focus word – one that has been problematic for the group. You can also use words that students use often but misspell, miscue on frequently, or even multisyllabic words.

Write the first word on a large chart or whiteboard and ask children what they notice about it. Have them look for special features (diagraphs, blends, vowel patterns, etc.) and note what sounds the letters make. Have them name rhyming words, words with the same onset/rime/affix, or the same sound in the middle. Cover the word, ask the pairs to think about the spelling, and then take turns writing it down. Have them check their work, then write as many words as they can with the same onset, rime, affix or root. Record their words on the chart, sorting into appropriate columns. Repeat often with different words and word parts. Word Sorts – In this activity, students use prepared word cards to sort and study words. Word sorts help students develop their phonics and word knowledge. Assessments such as spelling inventories and letter/sound assessments can help determine which types of words students need to sort. Also supply blank cards so students may add their own words to the sorts. Some types of word sorts to consider are:Onsets – sort by onset (bl,cr, th, d). Read the words. Write additional words to add to the deck.Rimes/rhymes – sort by rimes or rhymes (-ate, -ash, -at, or bear, care, hair). Read the words and write additional words to add to the deck.Multisyllabic words – sort the words by affixes. Read and then write additional words.Vowel sound – sort by long or short sound. Read and then write additional words.Alphabetical order – place the cards in alphabetical order.A good source for words sorts is Words Their Way.Student Made Alphabet Books – Have the class create an alphabet book using writing and drawing skills. You can have them follow a theme (animals, communities, etc) and have them do their own research. Each student creates one page. Differentiate by level of difficulty required. Some children may just draw and write one word, while other may write a sentence or a paragraph. Children who finish quickly can create additional pages. Make the book available in centers or the classroom library.Word Hunts – In Word Hunts, children look around the classroom or through books for words that meet certain criteria. Each child has a clipboard and paper for writing down their words. Differentiation occurs through the use of different hunts for different children. A spelling inventory, such as that in Words Their Way, or student writing samples can be used to develop word hunts that will be challenging but achievable. You can include the following:

- Find 5 words that you can read.- Find 5 words that start with ___.- Find 5 words to take home and read to a family member.- Find a word beginning with each letter of the alphabet.- Find 3 words that end with –ing.- Find 5 words that end with –ed.- Find 5 past-tense words.- Find 3 compound words.- Find 3 words with more than 8 letters.- Find 3 words with the VCe pattern.

Word Challenges – In word challenges, children work in pairs to analyze words and word parts. Begin with several two, three, and four letter words that have been cut apart and stored in separate envelopes. Have the students move around the letters until they have made a word. Color-code the envelopes to indicate which words are easier and which are harder in order to help differentiate. In another activity, give students a longer word and have them list all the words they can make from that word.

Word Building – Word building is a small group activity that helps build letter, sound, and word knowledge. Using a given set of magnetic letters or letter tiles, instruct students to build a series of words from those letters. For example, using the letters a, e, I, b ,c, f, k, s ,and t, students can build the words it, at, cat, bat, fat, fit, bit, bite, kite, and kites. This activity can be easily varied to suit the needs or challenges of the students. See Making Words by Pat Cunningham. Scaffolded Writing – In scaffolded writing, students write in small groups with lots of teacher support. As they write, the teacher helps with spelling, stretching words and listening for their sounds, looking for known patterns, and using the word wall and other word resources. The knowledge that students develop through their writing is supportive of their reading.

Decoding Multi-Syllabic WordsSyllable and Part Blending – This activity helps students learn common word parts and to deal flexibly with those parts by trying out a different sound if the first attempt doesn’t work. Create several multisyllable words on word strips, cut apart by syllable (see below for a chart of common words). If working with the whole class, place students in groups. Give each group 3-5 cut up words which are all mixed together. As a team, have each group put the syllables together until they have a complete set of multisyllabic words. Struggling or beginning students can be given two syllable words to work with until they are more capable.Parts Analysis – Parts Analysis activities help students learn to segment and blend multisyllabic words. It is implemented in small groups within the classroom or in intervention groups. Begin by collecting 3-4 multisyllabic words that have been difficult for students. Working with one word at a time, have students copy the challenging word. Next, students identify any prefixes and suffixes or endings and write them separately from the base word or middle part of the word. Then have students divide the base word or the remaining part of the word into pronounceable parts by inserting slash marks as needed. It is important to encourage flexibility. If a long vowel sound doesn’t work, encourage the student to try a short vowel sound. Finally, have students blend the parts of the word to read it out loud.Spelling in Parts – This strategy helps students learn to focus on spelling patterns and learn to break multisyllabic words into chunks. It can be implemented in whole class or small group. Begin with a short list of multisyllabic words from students readings or ask students to suggest words from content areas. The teacher reads one word, and then students repeat the word slowly, clapping or holding the hand under the chin for each syllable. Check to see that students’ divisions are reasonable. Students say the syllables one at a time, writing the spelling of each on a whiteboard. With teacher guidance, students circle and discuss syllables that have difficult spelling patterns. Students cover or erase the word and write it independently, saying each syllable before writing it. (see “Spelling in Parts” in The Reading Teacher, April 2008)Tricky Passages – These are small group lessons that are designed to help students read multi-syllabic words in context. Begin with a passage containing several multisyllable words. Discuss the importance of these words, and have the students highlight them. Think aloud the strategies that you use to read and understand multisyllable words (look for known chunks, cover chunks to see if meaningful parts can be found, look for affixes, skip and go back to make a prediction). Have students read the passage silently, trying out the strategies. Have them mark any unknown multisyllable words, and then take turns reading sections of the passage out loud. Encourage them to help one another, sharing the strategies they used and working together to decode any unknown words.

Word Recording – Word recording takes place during independent reading. Students place a sticky note on the cover of the book they are reading. When they come to a multisyllabic word they are unable to solve, they write the word on the sticky, along with the page number. When the students meet in small groups, the collected words are used for strategy instruction.

High Frequency WordsWord Study and Word Wall – This activity supports students who need to develop their repertoire of high frequency words or parts. The lessons may be implemented in small groups or whole class. Begin with chart paper or a whiteboard for recording words. Divide students into pairs, supplying each pair with a small whiteboard and marker. Select a high frequency focus word or part. Choose words that are proving difficult for students to learn. Write the word on the chart paper and ask students what they notice – i.e. What is this word? Have you seen it before? Count the number of letters. Talk about the sounds the letters make. Name or write words with the same onsets or rimes. Does the word have any special features (digraphs, blends, vowel teams or patterns, doubled consonants)? Tell them to look closely at the word because you are going to cover it and have them spell it. After a volunteer spells the word, uncover it and check the spelling. Cover it again and ask each partner to spell the word and check their spelling. Repeat with 1-3 additional words. Place the words on the word wall. Check the students’ knowledge the next day, asking them to write the words from memory. Encourage them to use the words from the wall to support their writing. Repeat this process often, and frequently remind students to use the word wall.Visual-Auditory-Kinesthetic-Tactile Approach – This approach is implemented in small groups with students who need to develop word level knowledge. Students choose 1-3 words they need to practice for fluency. You can use a high frequency word inventory (Dolch words, etc.) to help students identify the words. Have students observe while you say their chosen words while writing them with a crayon or other writing utensil that provides texture. Students say their words while tracing them with a finger. Students then write the word from memory. Students can also trace words on a piece of nylon window screen that has been place over the written word. Manipulating Words – Manipulating words is a student centered activity that helps children explore the makeup of words. Implementation is in small groups. Begin by choosing 1-3 words each student needs to practice for fluency. Use a word inventory to identify high frequency words. Provide students with a shallow tray containing a layer of salt or sand. Students use a Q-tip to write the high frequency words, and then check their work with a partner. Have different students write different words, depending on needs. Transparency Tape Lists – Transparency tape lists provide a visual way for students to monitor their progress as they learn new words. The strategy is implemented one student at a time, but groups can work together for the follow up word study. Test students informally as they read a high frequency word list. Each word that is read correctly is covered with a piece of colored, transparent tape or highlighted with a highlighter marker. Unknown words are unmarked. Have the student take the list home for practice, while you continue providing word study instruction in the classroom. Test again, using different colored tape or highlighters. Continue the cycle.Word Concentration – This center or small group activity can be used to practice high frequency words. Prepare 24 cards (2 identical sets of 12 words, or a matching set of 12 pictures and 12 words). Show students how to lay out the cards so the words and pictures cannot be seen.

Students take turns turning over two at a time to find matches. You can also use a hanging pocket chart for this activity.Retrospective Miscue Analysis: HFW’s – This technique is a small group instructional tool that helps students to become aware of their reading knowledge and use of strategies. Retrospective Miscue Analysis can be used to explore the high frequency words that are most difficult for students. Listen to students read, documenting their miscues on a copy of the text. Show students their miscues and work together to decode them. Look for any miscued words that show up frequently in text and highlight those words that they don’t easily read upon analysis. Have students read the words again, in the context of the sentences. Optional: Have the students write the words on 3 x 5 cards and keep in their personal word bank.

Using and Integrating Cueing SystemsGuided Reading – Guided reading is a small group instructional strategy that emphasizes text processing and text comprehension. This lesson focuses on text processing. Using a text at the instructional level, have students read aloud as you document miscues and provide strategy instruction in relation to word analysis and the use of cue systems. In order to provide optimal instruction in text processing, make it a regular practice to document miscues, and to look for patterns of error. Consider the following questions to guide your analysis:

- What does the student do when encountering unknown words?- Is there a pattern?- Do the attempts resemble the actual word? How closely?- Does the student regularly make low quality miscues that should have been noticed and

corrected previously?Use your analysis to provide appropriate support. Depending on what you discover from your analysis, prompt students to do the following:

- Look at the illustrations.- Look at the word. Let’s try it.- Think about what would make sense.- Think about what would sound right (This cue would probably not help ELL’s).- Say the first sound, read on, and then go back to the word. (See below-RTI Lesson Plan

Focusing on Text Processing)Cue System Prompts – Cue system prompts help students learn strategies that they can use when they encounter unknown words. This lesson can be useful for students who make low-quality miscues without self-correcting, and for those who focus on analyzing words without using other cues in the text. Begin with a text that has all but the onset of every seventh word covered (leave visible the m in monkey, the k in kangaroo, the sh in shepard, etc.). Have students predict the covered word by prompting:

- Look at the start of the word. What would make sense? (semantic and graphophonic)- Would that sound right? (syntactic) ELL’s may not be able to make use of this system,

but will benefit from discussions about syntax.- Uncover the rest of the word, and confirm if predictions are correct. Encourage students

to use this strategy in their reading. Post prompts in the classroom.Miscue Investigation – This strategy helps students focus on what makes sense as they read. Begin by collecting a set of documented miscues from student reading. Start the sessions with high quality miscues, those that don’t make the sentence structure or meaning insensible. Once students understand that miscues often show “good thinking”, you can begin using low-quality

miscues. Discuss the using the questions below. Be prepared to provide prompting and guidance. For follow up with small groups, continue to document miscues and help students stay focused on meaning. Continue lessons as needed.Questions for Miscue Analysis:

- Does the miscue look like the word?- Why do you think the reader made this miscue?- Did the miscue affect the reader’s understanding?- Should the reader have noticed the miscue and done something about it?

Retrospective Miscue Analysis – RMA is a small group instructional strategy that helps students to focus on making sense while they read. It is especially useful for students who lack confidence in reading or who tend to focus on reading words at the expense of comprehension. Begin by preparing a copy of reading material that students will find challenging to decode. Document miscues as you listen to students read without teacher aid. Listen to several different students read the same text, later bringing these students into a RMA session. Choose a section of the text that contains several miscues, including some from each reader. Depending on need, you can select to use omissions, insertions, substitutions, or punctuation. For students who lack confidence or who see themselves as poor readers, you can build confidence by selecting high-quality miscues –the kinds that do not make the structure or meaning insensible. Discuss miscues that don’t compromise structure or meaning. Be prepared to modify questions and to provide prompting. Follow up in small groups as needed.RMA Questions

- Why do you think you make this miscue?- Did it affect your understanding?- Did you correct the miscue? Should you have noticed that something wasn’t right and

done something about it?- Does the miscue look like the word?

Cooperative Controlled Cloze – Cooperative cloze is a good strategy for students who are reluctant to take risks while reading. These students may hesitate for long periods of time, omit words or phrases, and commonly make nonwords substitutions. This activity can be implemented in whole class or small groups. Cloze activities are especially helpful for focusing on syntax and structure. Begin by selecting an unfamiliar text, removing every fifth word. For students who are especially hesitant, use fewer blanks. Have students read the entire text aloud together, and then go back and supply the missing words. After this step, have students read the passage again silently to make sure all sentences make sense. Using examples from the passage, discuss the process with the students. Cloze Questions

- How did you know that would make sense?- What part of the text helped your decision?- Did you ever reread or read on to help you make your decision?- How can thinking in these ways help as you read on your own?

FluencyIndependent Reading – It’s important to make independent reading a daily part of the classroom curriculum, especially for struggling readers who are not likely to read much. In order to best provide for the needs of individual students, provide each with a set of books kept in a bag for personal use, or use designated book bins. Giving students choices increases motivation,

and books at the independent level helps increase word knowledge and fluency. It’s also important to observe students to see if they engage with text or avoid meaningful reading. Give continued support to help students find the right books and to help them focus enough to learn from and enjoy the reading they are doing.Repeated Reading – Repeated reading is recognized as an important way to support and increase fluency in all readers, even ELL’s. When implementing this practice, make sure to arrange for repeated reading of familiar texts throughout the day and for homework. Students may use the books they’ve read in their small groups, or books that the teacher has read aloud.To increase motivation, allow students to choose their favorite books to reread.Echo Reading – Echo reading is a teacher led activity designed to increase fluency. It is usually implemented in small groups. The teacher begins by reading a section of a passage using appropriate phrasing and prosody. The length of the passage should vary depending on the needs of the group members. After the teacher’s reading, the students echo read their own copies of the passage. The teacher should monitor and support the students as needed.Paired Reading – Paired reading is a student-centered reading strategy implemented with teams of two. The whole class may be divided into pairs, or the activity can be used in centers. In this activity, a stronger reader is paired with a less accomplished reader. The pair reads a passage aloud together, either at the same time or with the stronger reader going first and the other reader repeating what has been said. Team Reading – Team reading is another student-centered activity implemented in teams of two. The whole class may participate or students may participate while working in centers. Match up teams of two students who are reading at the same level. Provide different bins of leveled books and let teams know which bins they may use. You can also supply students with a set of books to be kept in a book bag, and have the team members use one of those books. Have each member of the team take turns reading pages or even longer sections as appropriate.Computer and Audio Recorded Reading – In this activity, students listen to online or prerecorded books to support fluency. To implement the activity, have individuals or small groups listen to recorded literature while following along with the print. Then have them read the text independently, with the sound turned off. Many core reading programs provide CD’s of the selections in the program just for this purpose.Performance Reading – This is a student-centered activity that is implemented with small groups. Have the students choose engaging, short passages to perform. Students may even choose to perform “commercials” or “newscasts”. They should choose material that is challenging at first – the many repetitions while they practice will soon provide the familiarity that supports fluency. The students practice reading the passages using the appropriate intonation, phrasing, and expression. Each week, set time aside for several students to perform for their classmates. These performances should last a minute or less, allowing 8-10 students to perform weekly.Readers Theater – Readers Theater is a reading activity that is used to support student engagement with text while improving fluency. It is usually implemented in small groups. Begin by choosing a script or have the students write a short script of their own. Differentiation is achieved by varying the difficulty of the individual parts. The students read the script over and over for fluency (focusing on intonation, phrasing, and expression) rather than memorizing the text. After repeated practice, the script is performed for the class.Documentary Clip Reading – Documentary clip reading is a whole-class activity that has students involved in purposeful reading of individual texts. Begin by selecting a theme for a

documentary (sea mammals, spiders, sports figures, a U.S. state, an historical figure). Using short familiar texts, students practice parts in class and at home. Differentiate instruction by varying the difficulty of parts, or even having students write their own parts. For the presentations, the classroom is set up like a studio, with special chairs and lights for the readers.Fluency Development Lesson – This activity (based on work by Rasinski, 1994) is implemented in small groups. Begin by reading a short text as students silently follow along in their own texts. Discuss the selection and your expressiveness during the reading. Chorally read the text several times before having them move into prearranged pairs to practice reading with expression. Have individuals perform for some audience – the class, or even a small group. With the students’ help, choose some critical words from the passage and use them for word study. Send home a copy of the text for practice. Reread the passage from the previous day and work with the words again as appropriate. Repeat the lesson regularly with new texts. Language Transcription – Language transcription, also called Language Experience, involves students talking about an experience, observing as the teacher takes dictation, and then reading and rereading what has been written. It may be implemented with small or large groups or individuals. Products written by the whole class can be used for instruction within small groups. This instructional strategy is especially useful for developing word knowledge and building fluency, and it is widely recommended for use with ELL’s. Begin by providing a prompt that leads the student or students to talk about a familiar experience. Try to focus on a personal/group narrative or a descriptive piece, and aim for a product of two to eight sentences. Some prompts to consider are:

-something you like to do-a special place-something you know a lot about-how to do or make something

After discussing the experience, begin to write the experience as it is dictated to you. Encourage a logical beginning, middle, and ending, using student language, but helping with revision if the written result will be unclear. As you write:

-emphasize how to stretch words to listen for sounds-show students how to find words on the word wall and in other locations-emphasize your choice of syntax and punctuation

Finally, provide a typed copy to each participating student and have them read what was written.Choral Reading – In choral reading, students read a text or passage as a group. This strategy may be implemented in either small group or with the whole class. When children read chorally, the less confident or skilled readers are able to read along with the more advanced readers. This reduces students’ reluctance to take a risk when they don’t know a word, builds confidence, and advances word knowledge. Begin by choosing a text that able readers can easily read, but which will not be too difficult for your struggling readers. Explain that you will all be reading the text together, and you want to “hear” everyone’s voice. Tell students that if they don’t know a word, they can listen to others read that word, but they should join back in as soon as they can. Give the students a signal to begin reading, such as “On the count of three, we’ll begin reading”. It is often beneficial to reread a text over a few days, and then put the text out for student choice. Repeat with other texts as appropriate.

PrereadingThree Finger Rule – This lesson is implemented with the whole class to show students how to decide whether a book may require extra work to read or even if it may be too challenging to learn from and enjoy. Begin by reading the first one or two pages of a book (depending on the number of words) and raise a finger each time they cannot read a word. For beginning readers three fingers represent a book that is probably too hard. The usual recommendation is that books for independent reading can be read at or above 95% accuracy. Keep in mind that motivation and interest can do much to help comprehension, and if students are motivated to read a book that is more challenging, we should let them.Previewing – When you preview a text with students, you turn the pages to activate prior knowledge and take note of the content and structure. It’s important to observe and support students as they preview various genres to see if they are using this important comprehension strategy. Use this strategy with both fiction and nonfiction, and with small groups or the whole class. Begin by choosing a book for modeling. Have some pre-chosen books for student partners to use later. It may be beneficial to use either fiction or nonfiction the first few times you model the lessons. Differentiate by having books that represent a range of difficulties. Show students the cover, drawing their attention to the title, author, illustration, and a possible prediction. Show them how you look at the back cover to see if it has any interesting information. Turn through the pages and show any special features such as graphs, maps, header, captions, fonts, charts, and tables of contents. Discuss how your purpose as a reader and your goal for reading affects how you preview a text. In nonfiction, explain that there may be just part of the text that you would like to read, and show them how to find certain parts depending on your purpose or goal. Next, have partners turn through their books and note any special features. Finally, have pairs report their findings back to the whole class.Anticipation Guides – Anticipation guides are a series of statements about a topic that students respond to either by agreeing or disagreeing¸ or by choosing a response on a Likert scale. By completing these guides before reading, students are able to activate prior knowledge. The teacher is able to use the completed guides to discover what students may already know, and what misconceptions they may have. See below for an example of a completed anticipation guide for the All the Way Home.

Engaging With TextGuided Reading – Guided reading, useful in the development of text processing strategies and for supporting children’s development of comprehension and engagement strategies. By guiding students through the processes of previewing, synthesizing, questioning, evaluating, and considering critical vocabulary, we can help them develop strategies that support their comprehension as well as dispositions for engaging with text. See the RTI lesson plan below for guided reading with a focus on text comprehending.Mindful Predicting – Mindful predicting is a useful strategy for students who are not tuning into the developing meaning of a text as they read. Implement the strategy during class read-alouds or with small needs-based groups. Begin by selecting a text with good predicting opportunities. The first few lessons should be done with a familiar genre that will be engaging for students to predict. Model and explain the strategy of predicting with part of the text. Start by modeling a preview and then state your predictions based on the title, illustrations, and any available text features. Read part of the text and make a few more predictions. After you model

with part of the text, tell students you will be stopping a certain points and asking them to share their predictions. As you continue to read, invite students to pair up to share their predictions. For students who need ongoing support, continue the prediction lessons in small groups and encourage the habit of predicting during independent reading. Students will benefit from writing down their predictions on post-its and then coming back to confirm or refute their predictions. Key Questions for Predicting:

-What do you predict will happen next? What led you to make that prediction?-What do you predict you will learn next?-Are your predictions confirmed?-How does predicting help you as a reader?

See the chart below for a short list of books useful for working with predictions.Mindful Questioning – Mindful questioning is beneficial for students who do not engage deeply with literature, and is a useful strategy for engagement and comprehension. Begin by selecting a piece of literature that will inspire students’ curiosity and wondering or that they will find puzzling or challenging. When using nonfiction, select literature that is connected to content areas your students are exploring. Remind students that questioning is important and can help readers engage with text and understand it in new ways. Read aloud the chosen book, and model the questions you have. Encourage students to share their questions as well. Jot the questions on chart paper, checking off questions as they are answered. After reading, look back at the questions and discuss where the answers were found (in the text, in our schema, or through inferring). Reemphasize the important role that asking and discussing questions can play for readers. For students who continue to need support in questioning, continue the lessons in small groups and encourage the habit of questioning during their independent reading. See the chart below for a short list of books useful for working with questioning. Questioning the Author – Questioning the Author is a strategy that encourages students to think about an author’s goals, intents and purposes, and meanings. This strategy is especially useful for students who don’t engage with text or for those who struggle with more challenging text. The emphasis is on deep thinking and problem solving. Begin instruction with a text that students need to read and understand. Use post-its to place QTA questions in appropriate places throughout the text. Emphasize to the students that when a text is confusing or unclear, it can help to think about questions to ask the author. Preview the text and then have the students read a short segment. Follow up the reading with a conversation that is based on QTA type questions. As you read further, encourage students to generate their own QTA questions for discussion, focusing on parts that are challenging or confusing. At the close of the lessons, discuss the key concepts addressed in the text and encourage the students to use deep questioning in their reading. Follow up with small group instruction as needed. Reciprocal Questioning – This teaching strategy supports active questioning/purpose setting by students. Choose a piece of literature that is engaging and likely to elicit questioning. Pick 3 sections or paragraphs to read. Preview the text with the students. Let them know that after they read each section, they will be asking you questions about that section, and then you will ask them some questions. Have them read the first section, jotting down questions that come to mind. For students who aren’t able to read independently, read the sections aloud. Allow the students to ask and then discuss their questions, followed by your questions. Continue with the other sections you have chosen. Throughout, model and encourage effective questions that require deep thinking, integration of ideas, and use of background knowledge. Continue the strategy in

small groups as necessary. Reciprocal questioning can be used for intervention groups and also to support content area reading.Mindful Monitoring – Monitoring involves keeping track of meaning and using repair strategies when the reading becomes confusing or difficult. Students can benefit greatly from mindful monitoring, which reminds them to think through and be sure they have grasped the meaning of the text as they read one section at a time. Begin by selecting a text for modeling that will challenge students in terms of syntax, content, or structure. A text with challenging concepts or one with unusual text features will work well for this strategy. Read the text aloud, modeling how to stop every so often to think through what you have read. Show students how to work through complex areas and questions and use repair strategies when the text becomes confusing.Pair up students to read a text or passage together and discuss their monitoring activity. Follow up with small group practice. This strategy is most beneficial if focused on daily. See below for a chart of books to use when working with monitoring. Reciprocal Teaching – In reciprocal teaching, small groups of students are guided in the monitoring of their comprehension through the use of four strategies – questioning, clarifying, summarizing, and predicting. The strategy can be implemented in a small group, or the whole class can be divided into small groups and participate. Begin by selecting a short piece of text – one or two paragraphs. Short selections are more manageable until students become more skilled. Have the students read the piece silently or in pairs, or read it aloud. Before reading, ask students to make predictions about the content. Model the strategies below and lead the students to use them over the course of a few lessons, until they can begin to lead the discussion. As you model, invite student contributions. Invite one student to be responsible for each strategy. Eventually, students will be able to run their own small groups, and “teach” each other.

-Summarize: Briefly retell the key ideas or events.-Question: Ask and answer questions within the group. You really need to model and

encourage questions at several levels: What did you learn about the topic? Why do you think the character acted as they did?

-Clarify: Find a word or concept that you think students in the group could use help understanding. Discuss and solve issues within the group.

-Predict: Predict what the author will address next.Literature Circles – Literature circles give students an organized way of sharing their interpretations and understandings. They can be organized in different ways. The whole class can read one text, with support for those who need it, or groups can read different texts at their level, also with support as needed. The teacher may choose to read the first text to the whole class, establishing expectations and modeling the process for the students. Once they know the procedure, they can divide up and read their own material.

Begin by choosing an interesting piece of literature that is likely to raise questions, provoke thoughts, and connect with students’ interests and background knowledge. Divide the class into groups of four or five, posting the groups on the wall. I have had groups as large as six students, but that would depend on the students themselves. Locate enough areas around the classroom for the students to sit and work comfortably.

Read the literature and discuss it with students. Stop at a key point that will lead to engaged conversations and send students off to have their discussions. Teacher prompts will serve as a model for student discussions, so keep them open ended. Teach groups to start by briefly synthesizing what they have just read and then to let the discussion move forward. You

can record possible discussion starters on the board, but if students have their own ideas, go with those. Here are a few possibilities:Fiction:

-What has been interesting so far?-Which parts have stood out for you?-Where do you think the author will take this next?-What have you wondered about? What has been confusing?-What do you think the character should do? What do you think they will do? What would you do?

Nonfiction:-What has been interesting so far?-What have you wondered about? What has been confusing?-What has the author taught us so far?-What is the author’s point of view? Do you agree?-Where do you think the author will take this next?

Bring the whole class back together to discuss their thinking about the book or books as well as any procedural aspects of literature circles that may need to be addressed.

Identifying Main/Key IdeasRetelling Guides – Retelling guides help students attend to text structure to rethink and revisit what they have read. There are many different versions of retelling guides. See below for an example of a retelling guide for fiction and one for nonfiction. These can be enlarged as wall charts, or used as individual handouts. Begin by selecting two pieces of literature, either fiction or nonfiction. Set the purpose of the lesson by telling students that it’s important to be able to retell the key ideas after they read a text. Thinking about the key ideas as they read will help students maintain focus during reading, and to remember what’s important. Tell students that you will use a text to model how to look for key ideas, and then they will try out the strategy on their own using the other book. Show the students one of the retelling guides that illustrates what you will retell and what your expectations are for their retellings. Model as you read and think about key ideas, using the guide as you go. Have students work through their own retelling using the guide. For students who cannot read the text independently, you may read it aloud, but require that others read it independently. Provide support to students as they work through the sections of the guide.Story maps – Story maps are useful for rethinking text. They help students organize content into manageable sections. To complete a story map, students either write or draw the elements on a chart. As you model the making of a story map, show students how to focus on writing just enough to act as a reminder of what happened. While we do want students to include details when they rethink a text, we don’t want them to spend excessive time writing details on a story map. For younger students, you should encourage detail in their drawing. The discussion that occurs during the creation of a story map is an effective way to reflect on the material that has been read. An alternative to story maps involves students thinking aloud as they “reconstruct” a story using post-it notes. They place the notes in an arc to represent the rising and falling action of the plot. The ultimate goal is on constructing meaning, not deconstructing the text. See below for examples of story maps that students can use for writing or drawing.

Informational Text Maps – Informational text maps are graphic organizers that are designed to help students focus on key ideas as they read and to help them organize their thinking. Samples of the four types presented here can be seen below. Other examples not shown include the cycle map, the problem and solution chart, and the idea and details chart.

-Information web: This graphic organizer helps students organize information from one or more texts. The key idea is written in the middle of the web, and specific categories for note taking are arranged around this middle box.

-Cause and effect map: This graphic organizer supports students in understanding the relationship between cause and effect.

-Timeline: Timelines help students think about information in a sequence. The topic is entered in the top box, and in the boxes below, they write dates with key information.

-Comparison chart: Comparison charts help students organize information about two related topics, and then evaluate their similarities and differences. Students should use charts to reflect on new concepts and not as a place to record information they already know.Retelling Centers – Retelling centers support children in thinking about and discussing literature. This is a good opportunity for students to learn from one another in a structured setting, and is an excellent way to integrate oral language with meaningful reading and writing. This is an ideal activity for ELL’s, and can be differentiated through different book levels. Some activities at the retelling center could include:

-- Work with a partner. Look through the book and talk about the illustrations.- Work with a partner. Read the book together, pausing to discuss and retell what you have

read after every few pages.- Make a set of puppets to retell the text- Draw a retelling. Include the characters, setting, problem, and solution.- Use the sticky notes to mark key ideas as you read. Tell a friend about the key ideas.- Retell into the tape recorder. Listen to your retelling.- Create a web or map to retell.

Thinking Beyond the TextMindful Inferring – Inferring is a strategy that involves students drawing conclusions about content and vocabulary through the use of text information and background knowledge. Begin by selecting a piece of literature with somewhat complex content or vocabulary. In particular, choose pieces that require a deep level of inferring in order to fully understand the text. Model the process of inferring using some key questions to guide the activity.

-What does this probably mean?-Why did the author or illustrator include this?-What does the author assume we know here?-What might the author want us to think about?

During the process, remind students that inferences are an important part of reading. Sometimes information is not fully explained by the author, and readers must infer the meaning of unknown words, use prior knowledge, or use text clues to fully understand what they are reading. This is often a difficult strategy for students to synthesize, and they will benefit from daily modeling and/or use. See below for a list of texts to use when teaching inferring.Question Solving – Question solving is a strategy that supports students in learning to think about different question types. Many students, even those considered good readers, can answer

lower-level questions by not the higher-level questions. To implement this lesson, develop a set of three to six questions for students to answer as they read. When you develop the questions, consider there levels of comprehension. You want questions whose answers can be literal, inferential or critical.

-Literal: The reader locates the facts that are stated directly in the text. Ex. How many kinds of dolphins live in the ocean?-Inferential: The reader uses facts and prior knowledge to come to a conclusion. Ex. What might happen if we failed to protect endangered dolphins?-Critical: The reader must provide a knowledgeable value judgment. Ex. Are human conveniences more important than the lives of dolphins?

Read the questions with the students. Choose on question and model the thinking and reading that is needed to find the answer. Have the students pair up and answer the other questions, and then discuss how they developed their answers and how the text helped them in the process. Continue to model as needed, supplying support in small groups as needed.Collaborative Reasoning – This is a teacher-guided strategy that encourages deep reading while helping students respond in thoughtful ways to critical questions about their reading. Begin by selecting a text that presents an issue on which students may take a position. Tell students that after they read silently, they will be asked to respond to and discuss some higher-level questions. Pose a critical question that leads students to taking a position. For example, if reading about pilot Amelia Earhart you could ask: Did Amelia make the right decision when she decided to become a pilot? Students will respond by agreeing or disagreeing. Students must then provide supporting evidence for their positions using personal experience and information from the text. They may change their positions as they listen to reasons and evidence provided by classmates. As they engage in the process, the teacher supports their reasoning process as she encourages the students to participate and eventually lead the discussion.

Content and Vocabulary KnowledgeGathering Information – These lessons are intended to help students prepare for reading on a specific topic. This process helps them build knowledge about the topic, gives them a framework for discussing the information with their peers, and is good preparation for reading new material that has challenging vocabulary and content. Begin by collecting a set of texts on a topic related to your content area curriculum. You could choose books about insects, sound, life cycles, or communities. Develop a question that will lead the students to search for key information on the topic. For example, “Which animals lay eggs?” or “Which insects have wings?” Even younger students can participate by looking for answers in the illustrations in well-chosen books. Model how to read the texts and document pertinent information by writing or drawing. Have the students engage in the same process you modeled as they work in centers, teams, or pairs. Students will then share their findings. See below for a sample form for gathering information. What Do You Know Web – What do you know web lessons can be implemented in small groups or with the whole class. This strategy helps students to build knowledge on a topic. It can be especially useful when students are struggling with the material they need to read because they aren’t familiar with the content or the vocabulary. Put students in groups to generate and share ideas about a topic to be studied as part of the content curriculum. You may suggest the word or phrase to place in the middle of the web. Have each group create a web and then share one key idea with the class. A sample template for recording information can be found below.

Question and Answer Generation – This teaching strategy helps students build knowledge on a specific topic. It is helpful to use with students before they are assigned to read new or difficult content. This is a good strategy to use regularly within the content areas. Begin by having students choose a book related to the topic being studied. You will be differentiating through the levels of books accessible to your students. The students will preview the text by looking at the text features (table of contents, headings, illustrations, captions, glossary, and index). Next, students decide on something they want to know more about as a result of their preview and write it down. Students will read and collaborate with their classmates to find out more about the topic, using a web to record the new information. Finally, students share what they learned.Preview, Overview, Review – Preview, overview, review is a small group or whole class activity that helps support students in browsing a topic before they read materials on that topic. The initial browsing and talking helps students to develop some initial familiarity with the topic and its language that will foster deeper investigation. Begin with a browsing table with a variety of materials relating to the topic. You can include books, articles, websites, jackdaws, and hands on manipulatives. Provide time for small groups to examine the materials. Once all students have examined the materials, put them in groups of two or three and have them create lists that show what they know about the topic. With teacher guidance, have students organize the lists into categories by coming up with headings and listing items beneath them or by creating a web. During a whole class meeting, have students share their lists with the class. As they share, build a web that contains everyone’s contributions.Charting Questions and Answers – This strategy, used with informational texts, will help students develop vocabulary and content knowledge before reading. Begin by gathering a set of books related to the content students will be studying. Think aloud about the topic and discuss it with your students. Record questions generated by the discussion on a question and answer chart. Make the texts you have collected available to students as they work in pairs. Have them find information about at least one of the recorded questions and record the information on their own question and answer charts. As they work, observe and provide support as needed. Key Word Study – Key word studies are designed to support deep exploration of the concepts and vocabulary in content area reading material. The studies can be implemented in small groups or with the whole class. They are especially useful for ELL’s, who often need this type of support to develop proficiency in academic language. After reading or listening to a section of text, have students browse back through the material and select a set number of words that they think are the most important to understanding the material. With the teacher acting as a scribe, have the students list the words and their location in the text. Students then work in teams to describe the meaning of each word, using examples and language from the book. Finally, the whole class discusses their findings, with the teacher again acting as scribe and listing the information on the chart.Vocabulary Studies – Vocabulary studies help students learn vocabulary words within context, a great way to facilitate comprehension. Since vocabulary is often the “problem” with comprehension, especially with ELL’s, students often benefit greatly from additional study in this area. Begin by selecting several words that are key to understanding a concept or content area topic. Use a graphic organizer to “explore” the words from a variety of angles. See below for some examples of tools to use in your exploration. Work through the GO’s with the class, or model how to use them, then let students work in pairs or small groups to further their understanding.

Resources for New Words – When students effectively monitor their comprehension, they know and use strategies that help them determine the meanings of unknown words. To help them with the process, post and model the ten key strategies below:;

- Predict or infer the meaning- Reread or read on to see if the meaning becomes clear- Check the surrounding sentences for a definition- Look at the parts- Use the illustrations- Try the glossary- Determine if you need to take the search beyond the text- Try a dictionary or thesaurus- Search the internet- Ask someone

Thematic Read Alouds – Thematic read alouds help students to learn new vocabulary as it is related to a particular topic. Begin by selecting 2-4 books on the chosen topic, fiction and nonfiction. Have the students generate a list of words associated with the topic. As you write down their words, add your own words that you know are important to the topic. Read the books aloud to the group. Pause at key points to discuss words on the list. After reading, have students record the key words that are new to them, along with their meanings. They can keep a word journal or word bank of these and other words throughout the year.Morphological Analysis – This instructional technique helps to support students as they look for morphemes (meaning based units including affixes and endings) in the unfamiliar words they encounter. Beginning at about Third Grade, you can teach students to look for prefixes and suffixes as well as root or base words. See the chart below for a list of common affixes for Elementary instruction. Have students examine the prefixes for meaning, and identify the suffixes primarily to aid in their removal. This will help students identify the roots, base words, and affixes and use them to determine the meaning. Begin by selecting a focus word from a text you are using. Explore morphemes in these ways:

- Provide a list of 4-6 words with the same prefix. Discuss the meaning of the words and work as a group to determine the meaning of the prefix. Discuss the strategy of having students divide words into syllables and then look for meaningful parts in order to figure out the meaning of unknown words while reading.

- Provide a list of 4-6 words with the same suffix. Discuss the meanings of the words and then work together to determine the meaning of the suffix. Discuss and model the strategy as above.

Follow up by reading the text and discussing the focus word and its meaning in context. Monitor students as you encourage them to use morphological analysis while reading.Language Structure Challenges – This activity involves children working in teams to analyze text and its parts. ELL’s especially will benefit from the opportunity to discuss and solve issues of language structure and syntax in a small group setting. Three structure challenges include:

-Put together and read cut-up sentences. Prepare a set of cut-up sentences that will be challenging but doable for the students to reassemble. Store each sentence in its own envelope. To keep the pieces organized, number the envelopes and put the same number on the back of each word that goes in that envelope. Students move the words around until they have made a sentence. To differentiate, color-code the envelopes so you know which ones are easier.

-Put together and read cup-up paragraphs. Prepare a set of cut-up paragraphs that will be challenging but doable for your students to reassemble in order. Store the sentences in one envelope, challenging students to play with the order until they have made a meaningful paragraph. To differentiate, color code as above.

- Solve the meaning of passages with complex syntax and structure. Photocopy a set of passages with varying uses of punctuation and syntax. Challenge groups to read their piece together and sort out the meaning. When they understand the piece and have worked out the complexities, have them read it aloud with expression.Studying English Language Syntax – English language syntax can be particularly challenging for ELL’s. To explore syntax, involve students in studying the differences between the two languages. Begin by having students write a sentence of their own in their first language. The sentence may relate to a particular topic or content area, if preferred. Have them translate the words into English using sticky notes or small pieces of paper. Then have the students rebuild the sentences so the syntax is appropriate for English, adding or changing words, word order, and punctuation as necessary. As a group, discuss the differences in syntax between the two languages.

ALPHABET MAT

A B C D

E F G H

I J K L

M N O P

Q R S T

U V W X

Y Z

Lowercase Letter Tiles for Alphabet Mat

a b c d e

f g h i j

k l m n o

p q r s t

u v w x y

z

Pictures for Alphabet Mat

Common Onsets

b c d f g

h j k l m

n p qu r s

t v w y z

br cr dr fr gr

pr tr wr bl cl

fl gl pl sl sc

sk sm sn sp st

sw ch sh th wh

Most Common Rimes

ack all ain ake ale

ame an ank ap ask

at ate aw ay eat

ell est ice ick ide

ight ill in ine ing

ink ip ir ock oke

op or ore uck ug

ump unk

Sound Box with Pictures

Sound Box Mat

Multisyllabic Words for Blending Syllables and Parts

mag net ic in ter fer encere con struct ex per i mentim per fect trans por ta tionex pan sion car bo hy dratede vel op ap prox i matepre vent ing con tin ent alun fold ed in tel li gentin ter rupt en er ge tic

con tain er pre dom in atestar va tion con tam in atetri umph ant sci en tif ic

mas ter ful pre his tor icin stru ment de lib er atecir cum stance com plex i tysud den ly pop u la tionme te or mal nu tri tionqui et ly min er al izeas tro naut re la tion shipnu tri ent con ser va tion

RTI Lesson Plan Focusing on Text Processing

Students:__________________________________________________________Teacher: _______________________Date: _______________ Time: __________

Small Group Lesson Plan: Text ProcessingObservations toInform Next Lesson

1. Familiar Rereading of Previous Day’s Text Each student reads the selection in a soft voice. The teacher documents miscues from one student.

2. Previewing New Text Students are guided to preview the text or section to be read. ______________________________________Level _______

3. Reading Each student reads the selection in a soft voice. The teacher listens to one reader at a time, providing support and documenting miscues. Conversation is prompted.

4. Language Study Students engage in word work/analysis and evaluation of miscues. The focus is on words ad parts that have been difficult for students as well as ineffective use of cue systems. Focus for lesson: Words/Parts _______________________________________

Cues _____________________________________________

5. Writing (Optional) Students compose a written response to the text just read. They use invented spelling if appropriate. Teacher provides support with spelling and punctuation.

Optional: The teacher writes the students’ sentences on strips (conventional spelling) and cuts the words apart for students to reassemble. After reading with a partner, students take the pieces home to reread.

6. Familiar Rereading Students reread the new text at home or to a partner.

RTI Lesson Plan for Small Groups: Focus on Text Comprehending

Students: _____________________________________________________________________

Teacher: ______________________________Date: _________________Time: ___________

Lesson Plan for Small Groups: Comprehending Observations to Inform Next Lesson

Book: _____________________________Level: ________

1. Previewing and Synthesizing: If the book is new: Students preview the book or section.If the book is in progress: Students work together to synthesizethe part just read. Then they discuss the content, with one student starting the conversation by providing an evaluation, question, or other response. Any challenging vocabulary is identified.

2. Language StudyStudents engage in language study using challenging or critical words or phrases they and the teacher have identified. Graphic organizers may be used. Focus words or phrases:

__________________________________________________

3. Teacher ModelingTeacher uses part of the text to model and discuss the use of comprehension strategies. Comprehension strategies may include: previewing, identifying text structure, evaluating, questioning, inferring, summarizing, monitoring, and visualizing.

4. ReadingStudents continue reading silently where the teacher left off. Students may be pulled aside for miscue documentation or further work with strategies. A stopping point and plan for discussion are set for the next meeting.

5. ResponseStudents prepare for the next day’s discussion (step 1) by recording questions and/or observations.

Anticipation Guide “All the Way Home”

(author: Patricia Reilly Giff)

Circle one response for each of the following statements

1. Some parents have no choice but to send their children to live with others.

Strongly agree agree neither agree nor disagree disagree strongly disagree

2. Adults should not keep family secrets from teenage children.

Strongly agree agree neither agree nor disagree disagree strongly disagree

3. Everyone wants a sense of belonging and a real home.

Strongly agree agree neither agree nor disagree disagree strongly disagree

4. Running away is a poor way to solve a problem.

Strongly agree agree neither agree nor disagree disagree strongly disagree

5. Having one good friend makes up for not having a family.

Strongly agree agree neither agree nor disagree disagree strongly disagree

6. Everyone was poor during the Depression years.

Strongly agree agree neither agree nor disagree disagree strongly disagree

7. There is nothing to fear but fear itself is a true statement

Strongly agree agree neither agree nor disagree disagree strongly disagree

8. A policeman can be a very good friend.

Strongly agree agree neither agree nor disagree disagree strongly disagree

9. A journey of hope is the best journey to make.

Strongly agree agree neither agree nor disagree disagree strongly disagree

10. Homesickness can be cured by keeping busy.

Strongly agree agree neither agree nor disagree disagree strongly disagree

11. A true friend will tell you your faults.

Strongly agree agree neither agree nor disagree disagree strongly disagree

Books for Working with Predictions

Level Title and Author

B The Things Birds Eat by Betsy Chessen

D Too Many Balloons by Catherine Matthias

D From Egg to Robin by Susan Canizares and Betsy Chessen

G Butterflies by Emily Neye

G It’s a Good Thing There are Insects by Allan Fowler

H Daniel’s Mystery Egg by Alma Flor Ada

H A Tale of a Tadpole by Karen Wallace

I Ibis: A True Whale Story by John Himmelman

J Gus and Grandpa and the Two-Wheeled Bike by Claudia Mills

J From Seed to Plant by Allan Fowler

K Charlie Anderson by Barbara Abercrombie

K Koala Lou by Mem Fox

K A Log’s Life by Wendy Pfeffer

M Too Many Tamales by Gary Soto

M From Seed to Plant by Gail Gibbons

O-P Two Bad Ants by Chris Van Allsburg

Books for Working with Questioning

Level Text and Author

G Tough Boris by Mem Fox

K Martin’s Big Words by Doreen Rappaport

K Amazing Grace by Mary Hoffman

L How It Was with Dooms: A True Story from Africa by Xan and Carol Hopcraft

M The Other Side by Jacqueline Woodson

N Coolies by Chris Soentpiet

N Faithful Elephants by Tsuchiya Yukio

N Zen Shorts by John Muth

O-P Baseball Saved Us by Ken Mochizuki

O-P Henry’s Freedom Box by Ellen Levine

O-P Show Way by Jacqueline Woodson

O-P The Ghost Dance by Alice McLerran

O-P So Far from the Sea by Eve Bunting

Q-R The Great Kapok Tree by Lynne Cherry

Q-R Harvesting Hope: The Story of Cesar Chavez by Kathleen Krull

S-T The Butterfly by Patricia Polacco

Books for Working with Monitoring

Level Text and Author

L Sitti’s Secrets by Naomi Shihab Nye

M Aunt Flossie’s Hats by Elizabeth Fitzgerald

M The Old Woman who Named Things by Cynthia Rylant

M Miss Rumphius by Barbara Cooney

M Follow the Drinking Gourd by Jeanette Winter

M Coming On Home Soon by Jacqueline Woodson

N The Lotus Seed by Sherry Garland

N Chicken Sunday by Patricia Polacco

N The Secret Footprints by Julia Alverez

O-P So Far From the Sea by Eve Bunting

O-P Sequoyah by James Rumford

O-P A River Ran Wild by Lynne Cherry

O-P Mrs. Katz and Tush by Patricia Polacco

Q-R Train to Somewhere by Eve Bunting

U-W Shutting Out the Sky by Deborah Hopkinson

U-W Immigrant Kids by Russell Freedman

Retelling Guide: Fiction

Title

Characters

Setting

Main Character’sProblem or Goal

Events

Solution

Retelling Guide: Nonfiction

Title

Topic

Main Ideas

Story Sequencing Map

Name: _______________________________________________ Date: _________________

Title:

Beginning:

Middle:

End:

General Story Map

Name: _______________________________________Date: _______________

Title:

Important Characters Setting

Problem or Goal Solution

Detailed Story Map

Name: ________________________________________Date: ______________

Title

Characters Setting

Key Events

Resolution or Ending

Information Web

Cause and Effect Map

Name: ____________________________________Date: _________________

Timeline

Name: _________________________________________Date: _______________

Comparison Chart

Name: _________________________________________Date: ______________

What I am comparing:

1. 2.

Gathering Information from Text

Name: _______________________________________Date: ________________

Topic: ____________________________________________________________

Question: __________________________________________________________

Findings:

What Do You Know Web

Name: _________________________________ Date: _____________________

Texts for Working with Inferring

Level Title and Author

F What Will Fat Cat Sit On? by Jan Thomas

G No, David! by David Shannon

I The Little Mouse by Don and Audrey Wood

J Emma Kate by Patricia Polacco

K Don’t Need Friends by Carolyn Crimi

L Something Beautiful by Sharon Dennis Wyeth

M Frida by Jonah Winter

M Dear Mrs. Larue by Mark Teague

M Precious and the Boo Hag by Patricia McKissack

N Faithful Elephants by Yukio Tsuchiya

O-P The Hickory Chair by Lisa Rowe Fraustino

O-P The Table Where Rich People Sit by Byrd Baylor

O-P Cheyenne Again by Eve Bunting

Q-R The Bracelet by Yoshiko Uchida

S-T How Many Days to America by Eve Bunting

U-W Rose Blanche by Roberto Innocenti

Question and Answer Chart

Name: ________________________________________Date: _______________

Topic: ___________________________________________________________

Questions: What I Found:

Activating Prior Knowledge for Vocabulary

Name: ________________________________________Date: _______________

Instructions:1. Write down what you know about the focus word.2. Read the text and discuss the focus word. Record what you have learned.

Focus Word: __________________________________________________

1. What I Knew Before the Study 2. What I Have Learned

Making a Word Hypothesis

Name: ________________________________________Date: _______________

Instructions:1. Read the text and then write what you think the word means.2. Discuss the word and then add to your definition.

Word: ___________________________________________________________

I think the word means…

After the discussion, I also understand…

Considering New Uses of Vocabulary

Name: ___________________________________Date: _____________________

Word: ____________________________________________________________

Word in the sentence:

Definition:

Another way it could be used in a sentence:

Words With Meaningful Parts

Name: ____________________________________Date: _________________

Word:___________________________________________________________

Word in the sentence

Word broken into parts

Meaning of the parts

Other words with any of the parts

What It Is and What It Isn’t

Name: _____________________________________Date: ___________________

Word: __________________________________________________________

Word in the sentence:

What it is What it isn’t

Prefixes and Suffixes for Elementary Instruction

Prefix Meaning Exampleun not unsolveddis not dishonestin not inefficientim not improbableir not irresponsiblenon not nonsensere again or back rearrangeen,em (forms verb) enrageover too much overdomis wrong misunderstand

Suffixes: s, es, ed, ing, ly, er, or, ion, tion, ation, ition, ible, able, al, ial, y, ness

Resources

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