West Virginia Response to Intervention Project



West Virginia Response to Intervention Project

Reading Instructional Strategies Cue Card

Adapted from Research-Based Methods of Reading Instruction Grade K-3 by Sharon Vaughn and Sylvia Linan-Thompson

|Phonemic Awareness |Phonics |Fluency |Vocabulary |Comprehension |

| | | | | |

|Modeling |Multiple opportunities to |Multiple opportunities to |Using examples and non- |Before Reading |

| |read decodable text |work with independent level |examples of word meanings | |

|Small group instruction – | |texts | |Teach student to set purpose for |

|no more than 4-6 students |Regular word reading and |(fewer than 5 errors/100 words) |Using synonyms or |reading |

| |building activities | |definitions | |

|Allow individual and group | |Reading with a model reader | |Provide questions and |

|responses |Scaffold learning through | |Creating word maps |connections that motivate |

| |use of manipulatives, |Choral reading opportunities | |students to be engaged during |

|Proceeding from less to more |partner activities, and | |Creating semantic maps |reading |

|difficult tasks |limiting number of new |Tape-recorded readings | | |

| |presented at one time | |Personal vocabulary books |Pre-teach key vocabulary words |

|Multiple opportunities to | |Partner reading with more | | |

|respond and practice |Other ________________ |proficient reader |Vocabulary word sort |Link prior knowledge and |

| | | |activities |experiences to reading content |

|Scaffolding using | |Echo reading | | |

|manipulatives | | |Using prefixes and suffixes |Teach text features and how to |

| | |Chunking |to create new words |use them to promote |

|Keep a lively instructional | |(Reading text phrase by phrase.) | |understanding |

|pace | | |Other _________________ | |

| | |Other _________________ | |During and After Reading |

|Other ________________ | | | | |

| | | | |Use demonstrations and think- |

| | | | |alouds to help students monitor |

| | | | |understanding |

| | | | | |

| | | | |Provide questions to consider |

| | | | |while reading |

| | | | | |

| | | | |Ask student to summarize the |

| | | | |main idea of a selected |

| | | | | |

| | | | |Ask student to confirm, |

| | | | |disconfirm, or extend predictions |

| | | | |and questions generated prior to |

| | | | |reading |

| | | | | |

| | | | |Other ___________________ |

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