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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