Reading

Reading Skills Error Analysis Sheet

Iowa teachers use this error analysis sheet to identify student errors and plan interventions to address a student’s specific needs using intensive instructional strategies. This resource includes an example of a completed phonemic awareness error sheet.

 

FEATURING: Cornell Elementary School (IA)

SOURCE: Doing What Works

Modeling Initial Sounds in Tier 3

A reading specialist demonstrates modeling, guided practice, and error correction strategies during an intensive one-on-one lesson on letter sounds. She discusses how she models correct sounds and scaffolds using the "I do, we do, you do" approach. View the related sample material, Systematic Teaching Strategies.

 

FEATURING: Tri-Community Elementary School (PA)

SOURCE: Doing What Works

Five Essential Reading Components

This summary chart of the five essential reading components is used in Iowa schools to help teachers understand the components and high priority skills identified within each component. The chart provides examples of teaching strategies and guidance on instructional research.

 

FEATURING: Cornell Elementary School (IA)

SOURCE: Doing What Works

Foundational Reading Skills

The Florida Center for Reading Research (FCRR) has developed instructional routines for teaching foundational reading skills in grades K-3, including phonemic awareness, phonics, comprehension, fluency, and vocabulary. Included here are four routines: Kindergarten phonemic awareness, Grade 1 phonics, Grade 1 comprehension, and Grade 2 fluency.

 

FEATURING: Florida Center for Reading Research

SOURCE: Doing What Works

Thinkaloud Examples in Comprehension and Phonics

Joseph Dimino explains how the thinkaloud strategy can be used during instruction. He demonstrates a comprehension thinkaloud using text and pictorial clues and a phonics thinkaloud using a silent "e" example. Download the Thinkaloud Survey to help teachers reflect on their implementation.

 

FEATURING: Joseph A. Dimino, Instructional Research Group

SOURCE: Doing What Works

Illustration of Gradual Release of Responsibility Model

This illustration from the Practice Guide, Improving Reading Comprehension in Kindergarten through 3rd Grade, shows instructional practices to gradually release responsibility from teachers to students as a task progresses. It describes the task, the share of responsibility for the task, and a classroom usage example for each step in the process.

 

SOURCE:  Institute of Education Sciences

Examples of Multiple Strategy Formats

This table from the Practice Guide, Improving Reading Comprehension in Kindergarten through 3rd Grade, shows four examples of multiple-strategy formats that combine strategies with an explicit method of teaching them—Reciprocal Teaching, Transactional Strategy Instruction, Informed Strategies for Learning, and Concept Oriented Reading Instruction.

 

SOURCE: Institute of Education Sciences

Examples of Effective Reading Comprehension Strategies

This table from the Practice Guide, Improving Reading Comprehension in Kindergarten through 3rd Grade, describes the six strategies that are the most important for improving reading comprehension in the primary grades and provides examples of activities to promote strategy practice.

 

SOURCE:  Institute of Education Sciences

 

Supporting Teachers’ Text Selection

 

A principal, literacy coach, and kindergarten teacher discuss ways in which the coach trains and supports teachers’ reading instruction and text selection. The coach assists with lesson planning, modeling teaching strategies, and identifying appropriate resources.

 

FEATURING: Willis Pracht, Principal; Kerry Unruh, Literacy Coach; and Abby Dunley, Kindergarten Teacher, Garfield Elementary School (KS)

SOURCE: Doing What Works

Purposeful Text Selection to Supplement Core Materials

Listen to a literacy coach discuss text selection and watch her help a kindergarten teacher choose nonfiction texts to incorporate into core instruction. The coach emphasizes selecting texts that match instructional purpose and group size and that promote partner sharing.

 

FEATURING: Serena Brittingham, Reading Coach, Woodbridge Elementary School (DE)

SOURCE: Doing What Works

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