Interactive Reading Guide:



Interactive Reading Guide:

From Efficient Decoders to Strategic Readers, Richard T. Vacca

Name: ___________________________ Date: _________

An interactive reading guide supports readers in interacting with and making sense of a text. See what you think of this interactive reading guide.

Please read pages 7 and 8. Stop at the heading “Unmet Adolescent Literacy Needs.”

1. What does Vacca mean by an efficient decoder? What can an efficient decoder do?

2. What does Vacca mean by a strategic reader? What specific strategies does a strategic reader employ? What are examples of how these strategies work? Answer these questions by completing the chart below. You may want to use your own experiences while reading this article as examples.

|Strategy |Example |

|1. | |

| | |

|2. | |

| | |

|3. | |

| | |

|4. | |

| | |

|5. | |

| | |

|6. | |

| | |

Please read pages 8, 9, and 10. Stop at the heading “Content Literacy Instruction Makes a Difference.”

3. What does Vacca identify as a problem for students in middle school and high school who need support in reading and writing?

Please read pages 10 and 11.

4. According to Vacca, what is content literacy? And what are some content literacy instructional practices?

5. Vacca states that: “All teachers in all subjects share the responsibility for literacy development in middle grades and high school.” Do you agree? Why or why not?

6. Vacca provides an example of content literacy instruction by describing the instructional strategies used by Daryl, a high school history teacher.

What instructional strategies does Daryl use to support his students in building an understanding of an article about the Persian Gulf War? Name each and tell how it works.

7. Vacca refers to overarching text patterns that authors use to organize ideas. The chart below summarizes common text patterns and provides some cue words for each.

|TEXT STRUCTURE |CUE WORDS |

|Cause/Effect |Because |

| |Consequently |

| |As a result of |

| |Therefore |

| |Since |

|Compare/Contrast |On the other hand |

| |Instead of |

| |However |

| |Different from |

| |Similar to |

|Description |For instance |

| |For example |

| |Furthermore |

| |Such as |

| |Also |

|Problem/Solution |The question is |

| |One answer is |

| |Recommendations include |

|Sequence/Chronological order |First, second, third . . . |

| |Initially |

| |Before, after |

| |When |

Click on the address below, or copy the address and paste it into a browser such as Yahoo or Google. Explore the resources.



How might you use graphic organizers to help your students make sense of text structures used in your content area?

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