early reading strategies background...

© USD233 This material was developed for the exclusive use of USD 233 staff. Copies can be made for instructional purposes in USD 233 only. Further reproduction or distribution is prohibited

without written permission from USD 233.

1

Early Reading: Concepts About Print/Reading Strategies Background Information

1. Early readers need to learn to read left to right across lines, top to bottom down the page, and left page before the right page.

2. They need to have the concept of letter/word, first/last, capital/lowercase.

3. It is important for early readers to have a one-to-one match of spoken to written words. Students need to point to the words as they read until this match is established (usually around Guided Reading levels 6-7). Pointing is discontinued and discouraged after Level 7.

If a child’s pointing covers up the words he is trying to read, instruct them to point underneath the words.

4. Students need to attend to punctuation in order to understand what they are reading.

5. The Early Reading Strategies include the following:

Look at the picture clues.

Get your mouth ready to say it.

Think of a word that makes sense.

Say the sounds. Put them together. (This is often referred to as “sound blending” and is used for phonetically regular 3 and 4 letter words.)

Find chunks you know.

Cover the ending.

Try the other vowel sound.

Skip over the unknown word—then go back and reread.

If it doesn’t look right, sound right, or make sense—FIX IT.

There is a district chart and bookmark master for these strategies.

6. Students use meaning (does that make sense?), structure (does that sound right?), and visual (does that look right?) information when reading. This is often referred to as the “3-Cueing System”.

7. If a student is self-monitoring during reading, when something doesn’t make sense, sound right, or look right, they stop and fix it using their reading strategies. This is called self-correction.

8. It is important when working with struggling readers to avoid making them “adult dependent”. Remember to NEVER DO FOR THE CHILD WHAT THEY CAN DO FOR THEMSELVES!

© USD233 This material was developed for the exclusive use of USD 233 staff. Copies can be made for instructional purposes in USD 233 only. Further reproduction or distribution is prohibited without written permission from USD 233.

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Table of Contents Early Reading Strategies Intervention

Background Information……………………………………………………..…..page 1

Assessment Information, Research base………………………….…………page 3

District Created Early Reading Strategies Intervention……………………page 5

Concepts About Print--The Way Print Works - Tier 2……………………… page 6

Concepts About Print--The Way Print Works – Tier 3……………………... page 9

What Are Concepts About Print? ...………………………………………….. page 11

Assessing Concepts About Print Recording Sheet…………………………page 12

Progress Monitoring Chart for Concepts About Print Tier 2 & Tier 3……page 13

Concepts About Print Norms for Age Expectations………………………..page 14

Cueing System Prompts Chart ………………………………………………. page 15

Early Reading Strategies – Tier 2………………………………………..……..page 16

Word Cards, Word Pages, Cloze Story …………………………………page 25

Early Reading Strategies – Tier 3………………………………..……………..page 38

Word Cards, Word Pages, Cloze Story …………………………………page 41

Reading Strategies Student Observation Chart ……………………………page 50

Analyzing a Running Record Chart……………………………………………page 51

Progress Monitoring Chart for Reading Strategies Tier 2 & Tier 3………page 52

Self-Monitoring--Using the 3 Cueing-System – Tier 2 ……………….…….page 53

Self-Monitoring--Using the 3 Cueing-System – Tier 3…………..………….page 56

Analyzing a Running Record Chart……………………………………………page 59

Progress Monitoring Chart for Self-Monitoring Tier 2 & Tier 3… ……….page 60

Cueing System Prompts…………………………………………………………page 61

© USD233 This material was developed for the exclusive use of USD 233 staff. Copies can be made for instructional purposes in USD 233 only. Further reproduction or distribution is prohibited without written permission from

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Early Reading: Concepts About Print/Reading Strategies

Concepts About Print Assessments:

How do I determine which students need the intervention? Universal Screening Tools:

Kindergarten- District Kindergarten Concept about Print District Assessment o Criteria/Cut Score: below 8 items correct

1st -6th grade students if reading below Guided Reading Level 1 Administer the Concepts About Print Assessment on page 9 with any Benchmark Assessment book. o 1st grade Criteria/Cut Score: below 8 items correct o 2nd gr. -5th grade Criteria/Cut Score: below 10 items correct

How do I know what to focus on? Diagnostic Tool: Assessing Concept About Print (included in this document)

How do I know if students are improving? Progress Monitoring Tools: Observations recorded weekly on Concepts about Print Chart Included:

What Are Concepts About Print? p.11

Assessing Concepts About Print p.12

Progress Monitoring Chart for Tier 2 & Tier 3 p. 13

Concepts About Print Age Expectations p. 14

Goals

1. Students will develop concepts of print 2. Students will be able to use strategies to figure out unknown words, self-

monitor, and self- correct. Time Allotment

15-20 minutes per day

Grouping Small groups, 2-4 students


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Early Reading Strategies and Self-Monitoring Assessments: How do I determine which students need the intervention? Universal Screening Tool: Running record from Guided Reading/Small Group instruction book Criteria/Cut score:

Student is scoring below 90% accuracy

Student not using Reading Strategies consistently

Student not exhibiting Self-Monitoring

How do I know what to focus on? DiagnosticTools: Running Record and Analyzing Running Record Chart

How do I know if students are improving? Progress Monitoring Tool: Weekly Running Record Included:

Analyzing Running Record Chart p. 51 and p. 59

Progress Monitoring Chart for Tier 2 & Tier 3 for Reading Strategies Intervention p. 52

Progress Monitoring Chart for Tier 2 & Tier 3 for Self-Monitoring Intervention p. 60

Research Based Strategies from: Clay, M. (2005) Literacy Lessons Designed for Individuals, Portsmouth, NH: Heinemann Fountas, I., Pinnell, G.S. (1996) Guided Reading, Portsmouth, NH: Heinemann Johns and Lenski (2000) Improving Reading, Dubuque, IA: Kendall Hunt Richardson, J. (2009) The Next Step In Guided Reading, New York, NY: Scholastic


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Early Reading: Concepts About Print/Reading Strategies

* Indicates a lesson that is included in this document. The lessons can be continued until students independently utilize the Early Reading Strategies. The intervention should take place in a small group (2-4 students for Tier 2 and groups of 1-2 for Tier 3).

Tie

r 3

(Fe

w)

Daily Small Group/Guided Reading: Familiar Reading with strategy prompts and strategy posters *Concepts about Print--The Way Print Works p. 9 *Reading Strategies p. 37 *Self-Monitoring--Using the 3 Cueing-System p. 56

Tie

r 2

(So

me

)

Daily Small Group/Guided Reading: Familiar Reading with strategy prompts and strategy posters *Concepts about Print--The Way Print Works p. 6 *Reading Strategies p. 16 *Self-Monitoring--Using the 3 Cueing-System p. 53

Tie

r 1

(All)

Read Aloud

Shared Reading

Guided Reading

Independent Reading

Writing


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Tier 2: Concepts About Print--The Way Print Works Although you will model Concepts About Print with all students during Read Aloud, Shared Reading, this plan is only for targeted students who do not understand the Concepts About Print and scored the following on the Concept About Print Assessment:

K-1 students: below 8 items correct, 2-5 students: below 10 on screening assessment.

Goal To develop concepts about print.

For beginning readers to consistently read left to right across lines, top to bottom down the page, and left page before right page.

For beginning readers to have one-to-one match (one word read for each word on the page).

For beginning readers to have the concept of letter/word, first/last, and capital/lowercase

Grouping Small group 2-4 students

Estimated Time

15 minutes

Materials Shared reading materials that could include Harcourt Big Book collection, Core Literature, or any available whole group shared reading materials.

Instructional leveled text that could include guided reading books, Harcourt below-level book collection, or Reading A to Z leveled readers (3 different sets).

Cueing Systems Prompts chart—first section (page 15)

From the Assessing Concepts About Print Diagnostic tool (page 12) determine which part of the goal you need to focus on.

The following 5 day lesson sequence focuses primarily on the concept of “one-to-one match” since this is a common challenge for early struggling readers but also includes instruction on the other print concepts.

These lessons can easily be adapted to focus more heavily on the other concepts of print if needed.

Depending on group size and time allotment, lessons may take more than one day.

Day 1 Materials needed: big book (if available) with one line of text per page, Cueing Systems Prompts chart

1. Share the goal: “Today we are going to learn about how print works and point to the words when reading.”

2. Model: Using a simple big book, read the title and first page by pointing to each word with your index finger under the word. Tell the students that your finger has to match the word you are saying. Do a few more pages in a slow and deliberate manner. If the book has a repeating pattern, have the students read along with you emphasizing pointing to each word as you say it.


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3. Guided Practice: Have students (one at a time) come stand beside you and be the “pointer” for one page. Make sure they are using their index finger of their dominate hand and not covering up the word as they point (guide their finger if necessary).

4. Teach/reinforce print concept of a “period”: Have students take turns locating the period on the different pages of the big book.

5. Check on the goal: Today we learned about reading with our finger and making it match. Have students read along as you point and read one more page in the big book.

Day 2 Materials needed: Levels 1 or 2 (Level A) guided reading book set Cueing Systems Prompts chart

1. Share the goal: Today you will practice “reading with your finger” in your own book so your reading matches the words on the page.

2. Read: Hand out the guided reading books to the students (if you are doing a new book, do a picture walk prior to handing out the books).

Have students point and read the title together.

Tell them to turn to the 1st page and show you where they should begin reading. Have them point and whisper read in unison (physically guide their finger if they are not pointing correctly).

Continue page by page reiterating the importance of “making it match”.

3. Reread: Have the students read the book a second time on their own. Watch carefully and quickly correct students either physically (moving their finger) or verbally (prompts from the top section of the Cueing Systems Prompts chart as needed).

4. Teach/reinforce concept of a “word”: Have students go back to page 1 of their books. Tell them to put their fingers around each word on the page (students use index fingers to bracket each word). Ask: “How many words are on the page?” Do this again on another page.

5. Check on the goal: Have each student select one page in their book to “read with their finger”.

Day 3 Materials needed: Levels 1 or 2 (Level A) guided reading book set, Cueing Systems Prompts chart

1. Share the goal: Today you will again practice looking carefully at the print in your book to make your words match when you are reading.

2. Read: Use a different book set from Day 2. Hand out the guided reading books to the students (if you are doing a brand new book, do a picture walk prior to handing out the books).




3. Reread: Have the students read the book a second time on their own. Watch carefully and quickly correct students either physically (moving their finger) or verbally (prompts from the top section of the Cueing Systems


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Prompts chart as needed. 4. Teach/reinforce print concept of a “first/last” word: Select a page in

the guided reading book for students to locate. Have them point to the first word on the page. Have them point to the last word on the page. Do this on several pages.


Day 4 Materials needed: Level 1 or 2 (Level A) guided reading book set, Cueing Systems Prompts chart

1. Share the goal: Today you will again practice looking carefully at the print in your book to make your words match when you are reading.

2. Read: Use a different book set from Day 2 and 3. Hand out the guided reading books to the students (if you are doing a brand new book, do a picture walk prior to handing out the books).




3. Reread: Have the students read the book a second time on their own. Watch carefully and quickly correct students either physical (moving their finger) or verbally (prompts from the top section of the Cueing Systems Prompts chart as needed.

4. Teach/reinforce concept of a “letter”: Selecting a page in their guided reading book, have students show you one letter. Then have them show you two letters. Next, have them find a capital T. Then a lowercase a.


Day 5

Progress Monitoring Begins Must Be Done Weekly

Materials needed: Assessing Concepts About Print Recording Sheet p. 12 , Progress Monitoring Chart p. 13

Meet with students individually for this assessment.

Record the student responses on the Assessing Concepts About Print Recording Sheet and transfer to the Progress Monitoring Chart

Use a different book each time this assessment is given.

Note: Depending on the results of Progress Monitoring, this series of lessons can be repeated using different books.

Select books that are not completely repetitive and may have more than one line of text on some of the pages.

Move from physical prompts (actually moving the child’s finger or pointing with the child) to verbal prompts.

Stop prompting when the child exhibits the correct behavior.


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Tier 3: Concepts about Print--The Way Print Works Although you will model Concepts About Print with all students during Shared Reading, this plan is only for targeted students who do not understand the Concepts About Print and were not successful with Tier 2.

Goal To develop concepts about print.

For beginning readers to consistently read left to right across lines, top to bottom down the page, and left page before right page.

For beginning readers to have one-to-one match (one word read for each word on the page).

For beginning readers to have the concept of letter/word, first/last, and capital/lowercase

Grouping Small group: 1-2 students

Estimated Time

15 minutes

Materials Shared reading materials that could include Harcourt Big Book collection, or any available whole group shared reading materials.

Instructional leveled text that could include guided reading books, Harcourt below-level book collection

Reading A to Z leveled readers.

Cueing Systems Prompts chart—first section (page 15)

Green highlighter or green dot stickers

*Depending on group size and time allotment, lessons may take more than one day.

Day 1 Materials needed: Level 1 or 2 (level A/B) guided reading book set, Cueing Systems Prompts chart

1. Share the goal: “Today we are going to work on how print works and making the words match by pointing to them when reading.

2. Read: Hand out the guided reading books to the student(s). If you are doing a new book, do a picture walk prior to handing out the book.

Have student(s) point and read the title together.

Tell them to turn to the 1st page and show you where they should begin reading. Have them point and whisper read in unison.


Corrective Procedures: For this lesson and the lessons on Days 2-4, use these procedures to demonstrate/correct student reading procedures.

Control directional process by pointing to the starting position on the page or line yourself

Intercept a wrong move by gently bringing the child’s hand to the correct position

If necessary, mark the starting point with a green dot sticker (green for “go”) or if using an “A-Z Reader”, draw a green arrow at the left


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of the first line of text. To establish a 1-1 match, point above the word as the child points

under the word. Remember to discontinue these procedures as soon as the

student begins exhibiting the correct reading behaviors. 3. Reread: Have the student(s) read the book a second time on their own.

Watch carefully and quickly correct students if necessary. 4. Teach/reinforce print concept of a “word”: Have students go back to

page 1 of their books. Tell them to put their fingers around each word on the page (students use index fingers to bracket each word). Ask: “How many words are on the page?” Do this again on another page.

5. Check on the goal: Have student(s) select one page in their book to “read with their finger”.

Days 2-4 Materials needed: Level 1 or 2 (level A/B) guided reading book set, Cueing Systems Prompts chart Days 2-4: Follow the same plan as Day 1 except use a different book and teach/reinforce a different print concept (step #4) following the schedule below.

Day 2: Teach/reinforce print concept of a “first/last” word: Select a page in the guided reading book for students to locate. Have them point to the first word on the page. Have them point to the last word on the page. Do this on several pages.

Day 3: Teach/reinforce print concepts

A letter: Selecting a page in their guided reading book, have student(s) show you one letter. Then have them show you two letters.

First/Last letter: Have student(s) show you the first letter of a word—then the last letter of the word.

Day 4: Teach/reinforce print concepts

Punctuation: Have student(s) locate the period on the different pages of book. Do the same for a question mark if appropriate.

Capital/lowercase letters: Have them find a capital T. Then a lowercase a.

Day 5

Progress Monitoring Begins Must Be Done Weekly

Materials needed: Assessing Concepts About Print Recording Sheet p. 12, Progress Monitoring Chart p. 13

Meet with students individually for this assessment.

Record the student responses on the Assessing Concepts About Print Recording Sheet and transfer to the Progress Monitoring Chart

Use a different book each time this assessment is given.

Note: Depending on the results of Progress Monitoring, this series of lessons can be repeated using different books.

Select books that are not completely repetitive and may have more than one line of text on some of the pages.

Move from physical prompts (actually moving the child’s finger or pointing with the child) to verbal prompts.

Stop prompting when the child exhibits the correct behavior.


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What Are Concepts About Print?

Where to begin writing or reading, going from left to right

Where to go after the end of the line (return sweep)

The print, not the picture, carries the message

Voice to Print Match (one-to-one correspondence)

Concept of a letter, word, sentence

Concept of first and last part (of the word, sentence, story)

Letter order in words is important

There are first and last letters in words

Upper and lower case letters have purpose

Different punctuation marks have meaning


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Assessing Concepts about Print Recording Sheet Student Name:_____________________ Date_______________

For this assessment, sit with the student in a quiet place, and use a short picture book from your classroom. The print should be large enough and the words spaced far enough apart that you can easily see where a child is pointing. The book should also have a variety of punctuation marks to include a period and a question mark.

1. Does the student know the concept of front of the book? Hand book to the student in a vertical position, spine towards child. Say, "Show me the front of this book". Check the box if answer is correct.

2. Does the student know that the print, not the picture, is the part to be read? Open to the first page of text. There should be a picture on this page. Say, "I will read this book to you. Show me where to read." Check the box if student points to first word on top left of page.

3.

Does the student know which way to read? Turn to the second page of the book. Say, "Point to where I start reading." Check the box if student points to print somewhere on the first page.

4. Does the student know that print is read from left to right? Say, "Which way do I go?" Check the box if student moves finger from left to right.

5. Does the student know at the end of the line to return to the next line? Say, "Where do I go after that?" Check the box if student "return sweeps" to the left.

6. Does the student have one-to-one match with voice to print? Say, "Point to the words as I read." Check the box if student matches your voice to the print as you read.

7.

Does the student understand the concept of first and last? Turn to a new page. Say, "Show me the first part of this story." Say, "Show me the last part of this story." Check the box if student points to any of the following combinations: the first and last words on a line the first and last words in a sentence the first and last words on a page the first and last words in the book

8.

Does the student know that the left page is read before the right page? Turn the page so that there is a left and right page to read. Say, "Where do I start reading?" Check the box if student points to the left page.

9.

Does the student know the meaning of a question mark? Point to a question mark in the text. Say, "What is this for?" Check the box if student says, "question mark" or "when you ask something."

10.

Does the student know the meaning of a period? Point to a period in the text. Say, "What is this for?" Check the box if student says "period" or at the end of the sentence."


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Progress Monitoring Chart for Tier 2 & Tier 3: Concepts about Print

Student’s Name__________________________________ Tier _____ (Circle one) Additional Small group or Embedded in Guided Reading Directions: Assessment given weekly beginning on Day 5 of the Intervention. Use the prompts/questions from Assessing the Student’s Concepts

about Print on page 12. Put a + under each concept that the child successfully demonstrates

Date

# o

f le

sso

ns

th

is

week

1.

Fro

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oo

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2.

Read

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3.

Wh

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ing

4.

Wh

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5.

Wh

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6.

On

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7.

Co

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d last

8.

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9.

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mark

10.

Me

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rio

d

Co

mm

en

ts

*Total %

Per Concept

The expectation of this intervention is for a student to score 9-10 points on each Progress Monitoring

Pay specific attention to column 6 (one-to-one match with print) *Data from these columns will help determine specific area of need.



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Concepts About Print Age Expectations

Age Expectations for Items

(Age at which 50 percent of average European children pass an item, Clay, 1970)

Item 1 2 3 4 5 6 7 8 9 10

Age 5:0

x

Age 5:6

x x x x x x x

Age 6.0

Age 6:6

x

Age 7:0

x



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General Prompts What do you know that might help? What are you thinking?

What is one thing you can do when you are stuck on a word?

Semantic (Meaning) Does that make sense? Look at the picture. Does the picture help? What happened in the story when___? What do you think it might be? Try that again. See if you can make it make sense.

What is another word that might fit here?

Graphophonic (Visual) Does it look like it could be _____? What is the first letter? What sound does (can) that make? What would you expect to see at the beginning (middle or end) of _____?

Do you know another word that might start (end) with those letters?

Cueing-System Prompts

Syntactic (Structure) Does that sound right? Can you say it another way? Reread the sentence, and see if you can make it sound right.

You read, ____ (e.g., “The girl are ride her bike.”), does that sound right?

One-to-One Matching Read it with your finger. Did that match? Were there enough words?

Did you run out of words?



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Tier 2: Reading Strategies

Although you will model the use of Reading Strategies with all students during Shared Reading and in Guided Reading, this complete plan is only for targeted students who are not consistently using Reading Strategies.

Goal For early readers to develop a flexible use of reading strategies that encompasses searching for cues, solving new words using multiple sources of information, self-correcting, and self-monitoring their reading.

Grouping Small group 2-4 students Estimated

Time 15 minutes

Materials District Strategies for Good Readers posters

District strategies bookmark

Instructional level text sets

Big books with simple text

Dry Erase boards and markers

Sticky notes

“Look at the picture clues” Word Cards-Tier 2

“Get your mouth ready” Word Cards-Tier 2

Picture/Match Cards-Tier 2

“Say the Sounds” Cards – Tier 2

Chunking Page – Tier 2

Cover the Ending Page – Tier 2

A Trip to the Zoo (Cloze Story – Tier 2)

The following plan is for the 4 Reading Strategies that need to be taught first to students reading at Guided Reading Levels 1-6.

Look at the pictures clues

Get your mouth ready to say it

Think of a word that makes sense

Say the sounds—put them together


Day 1 Strategy: Look at the picture clues.

Materials needed: “Look at the picture clues” Word Cards-Tier 2, Big Book or other book with simple text, individual strategy poster: Look at the picture, post-it tape or sticky notes (optional)

1. Share the goal: “Today we are going to work on a strategy called Look at the picture.” Show the students the poster.

2. Model with cards: Using the Word Cards, show students how pictures help us read words. Show the word without the picture first (fold cards so pictures are in back)—when they are unable to read the word, open the card to reveal the picture. Do several cards together and then let each student have a turn.

3. Model with book: Tell students that authors use pictures in books to help you read the words. Using a big book or a guided



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reading book at the students’ instructional level, model how good readers always look at the picture before reading. Cover the text with your hand or have it covered with post-it tape or sticky notes. After discussing the picture on the page with the students, display and read the text.

4. Reinforce the goal: Talk about how they used the strategy: Look at the picture (show individual poster) when reading. Tell students that is one of the strategies good readers use.

Day 2 Strategy: Look at the picture clues.

Materials needed: Instructional level guided reading book set with supportive pictures, Big Book or other book with simple text , individual strategy poster: Look at the picture, post-it tape or sticky notes (optional)

1. Share the goal: “Today we are going to be working again on the strategy: Look at the picture.” Explain to the students this is just one many strategies good readers use.

2. Model: Using the big book or book from yesterday, model again how the pictures help the reader know about the story.

3. Guided Practice: Introduce a guided reading book with a good “picture walk” prior to giving the books to the students. After handing out the books to the students, remind them to “look at the pictures” before starting to read each page. Have them independently “whisper read” the book. Prompt: “Look at the picture--does the picture help?” when appropriate. .

4. Partner Read: Have the students partner read the book telling their partner about the picture before they read their page.

5. Reinforce the Goal: Before the students leave, show them the strategy poster and have them tell each other what strategy they practiced today to become better readers.

Day 3 Strategy: Get your mouth ready to say it

Materials needed: “Get your mouth ready” Word Cards-Tier 2, individual strategy poster: Get your mouth ready to say it, dry erase board and marker

1. Share the goal: “Today we are going to work on another strategy good readers use. This strategy is called Get your mouth ready to say it.” Show students the individual strategy poster. Tell students that even after looking at the picture, there may still be words they don’t know. Getting their mouth ready is another way to figure out the unknown words.

2. Model: Write the word “jelly” on the dry erase board. Underline the first letter in the word. Demonstrate to the students what it looks like to get your mouth ready by saying the /j/ sound (do not say the whole word) Have the students get their mouths ready for the same word. Repeat this process with several words (ex. apple, fire, goat, horse).

3. Guided Practice: Show the students one word at a time from the Word Cards. Have them demonstrate the strategy “Get your mouth ready to say it” (students say first sound only). Tell them that tomorrow they will be practicing this strategy with words in books they are reading.

4. Reinforce the Goal: Show each student one of the word cards



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and have them “get their mouth ready” as their exit activity.

Day 4 Strategy: Look at the picture and Get your mouth ready to say it

Materials needed: “Get your mouth ready” Word Cards-Tier 2, Picture/Match Cards-Tier 2, individual strategy posters: Get your mouth ready to say it and Look at the pictures

1. Share the goal: “Today we are going to practice the reading strategy we talked about yesterday: “Get your mouth ready to say it” and use it with the strategy “Look at the picture clues”.

2. Review: Use the word cards to review the strategy “Get your mouth ready to say it”.

3. Putting it together: Tell students they are going to practice Look at the picture and Get your mouth ready with a match game. Lay out the Picture/match cards on the table. Demonstrate by taking the first turn and saying “I’m taking a word that starts with the /h/ sound so I need to find a picture that starts with that sound (pick up the card with the hamburger”). Have students take turns doing the same thing—they can either start with the word or with the picture.

4. Model with book: (Prior to this activity choose 3-4 words throughout the book that are related to the pictures that you can use to model using these 2 strategies. Cover all the letters in these words except for the 1st letter with post-it tape or sticky notes). Tell students you they are now going to use these 2 strategies while reading a book. When you get to a page with a covered word, have students use the picture and the first letter to predict the word. Then remove the covering and read the page to the students. Continue this process for the other covered words as you read.

5. Reinforce the goal: Tell students that good readers use strategies together and today we put together “Look at the picture” and “Get your mouth ready”.

Day 5 Strategies: Look at the picture and Get your mouth ready to say it

Materials needed: instructional level guided reading book, individual strategy posters: Look at the picture, Get your mouth ready to say it

1. Share the goal: Since reading strategies work together, today we are going to work again on using “Look at the picture” and “Get your mouth ready to say it” when reading (show both individual strategy posters).

2. Guided Practice: Introduce an instructional level book with a “picture walk”. Tell the students you will be watching how they use the strategies “look at the picture” AND “get their mouth ready” when they come to words they don’t know. Have the students “whisper read” the new book. Prompt: “How would you get your mouth ready to say it” and “get your mouth ready and check the picture” when necessary.

3. Reinforce the goal: Talk to the students (strategy talk) about what you observed when they were reading. Make a “big deal” about students you observed using the strategies “Look at the picture clues” and/or “Get your mouth ready”.



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Progress Monitoring

Begins

Must be Done

Weekly

Materials needed: student weekly running record, Analyzing Running Record Chart p. 51, Progress Monitoring Chart p. 52.

Procedure: Monitor progress with weekly running records that are analyzed (p.51 ) with the results recorded on the Progress Monitoring Chart

At this point in the intervention, focus on the use of the strategies taught (did the student use the picture clues to establish meaning and were they getting their mouth ready—Visual/Initial)

** For additional information to direct instruction, note strategies each

child uses during the first read of new text and mark on student observation chart (p. 50 ) .

Day 6 Strategy: Think of a word that makes sense

Materials needed: Individual poster: Think of a word that makes sense, dry erase board and marker, “A Trip to the Zoo” cloze story (p. 49)

1. Share the goal: Today we will work on another new reading strategy called “Think of a word that makes sense” (show students the poster). Stress that reading must always make sense!

2. Introduce Strategy: Write the following sentence on the board: The cow went m___. Read the sentence with the students and ask them what word starting with /m/ would make sense in the sentence. Write in the suggested word and read again. Repeat this process with the following sentences: The f_____swam in the ocean. My mom drove the c____ to work. I got a t___ at Wal-Mart. My teacher said to w____ in the hall.

3. Model: Tell the students they are going to practice the strategy Think of a word that makes sense by completing a story that has some missing words. Using the cloze story, “A Trip to the Zoo” fill in the missing words with the students by having them get their mouth ready and think of a word that makes sense.

4. Reinforce the goal: Before the students leave, show them the strategy poster and have them tell each other what strategy they practiced today to become better readers.

Day 7 Strategy: Think of a word that makes sense (plus previously practiced strategies)

Materials needed: instructional level guided reading book set, individual strategy posters: Look at the pictures, Get your mouth ready to say it, Think of a word that makes sense

1. Share the goal: “The last few days we have been learning reading strategies.” (Show the posters one at a time and have the students tell you the strategy.) Today we will be practicing using these 3 strategies when reading.

2. Guided Practice: Introduce the guided reading book with a picture walk focused on meaning. Hand out the books to the students. Remind them to use the 3 strategies you have practiced when they get to a “hard part” (be sure the strategy posters are visible).



20

Prompt: “What strategy could you use?” if necessary. 3. Reinforce the goal: Talk to the students (strategy talk) about what

you observed when they were reading. Make a “big deal” about students you saw using the strategies “Look at the picture”, “Get your mouth ready”, and/or “Think of a word that makes sense”.

Day 8 Strategy: Say the sounds—put them together

Materials needed: individual strategy poster: Say the sounds—put them together, “Say the Sounds” Word Cards-Tier 2, individual dry erase boards and marker.

1. Share the goal: Today we are going to work on another reading strategy good readers use. This strategy is called: Say the sounds—put them together (Show students the poster).

2. Model: Write the word mad on a dry erase board. Show the students how to say the sounds and then put them together (point under the letters with your index finger when saying the sounds-slide you finger under the word when putting the sounds together). Model 3-4 more times with the following words: cub, fan, hid, belt.

3. Guided Practice: Pass out the dry erase boards and markers. Show the students one of the word cards and have them write the word on their boards. Then have them in a “whisper voice” say the sounds and put them together. Do as many cards as time allows.

4. Reinforce the goal: Give each child a different word card. Taking turns, have each student say the sounds—put them together as their exit activity.

Note: This strategy should be used for phonetically regular 3-4 letter words.

Day 9 Strategy: Say the sounds—put them together Putting them all together

Materials needed: “Say the Sounds” Word Cards-Tier 2, instructional level guided reading book set, individual strategy poster: Say the sounds—put them together, 4-Strategy Poster

1. Share the goal: “Today we are again going to practice the strategy “Say the sounds—put them together” so you will be able to use this strategy when you are reading along with the other strategies you have learned.

2. Review: On a dry erase board demonstrate the strategy “Say the sounds—put them together” with the word get. Pass out the word cards to the students to review the strategy.

3. Model: Using the 4- Strategy Poster, share with the students that it is faster to use the first 3 strategies (“Look at the picture”, “Get your mouth ready to say it”, and “Think of a word that makes sense” but, if that doesn’t work, try the new strategy “Say the sounds—put them together”. Model this by selecting a word from the new book that is not supported by the picture (ex. had, can, will, etc.).

4. Guided Practice: After a picture walk and before handing out the books, remind students to use reading strategies when they get to the hard parts. Remind them it is faster to use the first 3 strategies (“Look at the picture”, “Get your mouth ready to say it”, and “Think



21

of a word that makes sense”). Only use the strategy: “Say the sound—put them together” if the other strategies don’t help you figure out the word. Distribute the books and have the students “whisper read” the book. Keep the 4-Strategy chart visible.

5. Reinforce the goal: Using the 4-Strategy Poster, have the students share the strategies they used when reading the book.

Day 10

Progress Monitoring Must be

Done Weekly

Materials needed: student weekly running record, Analyzing Running Record Chart p. 51, Progress Monitoring Chart p. 52. Procedure: Monitor progress with weekly running records that are analyzed (p. ) with the results recorded on the Progress Monitoring Chart

** For additional information to direct instruction, note strategies each child uses during the first read of new text and mark on student observation chart (p. 50 ) .

Once students are reading at Level 6 or higher, and consistently using the previously taught strategies, teach the strategies: “Find the chunks you know” and “Cover the ending”.

Day 1

Strategy: Find the chunks you know

Materials needed: Individual strategy poster: Find the chunks you know, laminated “Chunking” Word Page-Tier 2 (one per students), dry erase markers

1. Share the goal: “Today we are going to work on a strategy called Find the chunks you know.” Show the students the poster and discuss the different chunks in the word candy.

2. Model: Write the word catch on the dry erase board. Tell students that with longer words, it is better to find the “chunks” than to say all the sounds. Demonstrate by circling the “at” and “ch” chunks in catch and then putting the “chunks” together. Continue demonstrating finding the “chunks” with the following words: finish, start, things, and branch. Note: There is not one right way to chunk a word—students may find larger chunks than you demonstrate.

3. Guided Practice: Using the chunking word pages, and doing one word at a time, have the students circle the chunks they see and then put the chunks together to read the word. Continue modeling the words on your dry erase board if necessary.

4. Reinforce the goal: Remind students that “finding the chunks you know” is another strategy to figure out unknown words. Select a different word on the page for each student to chunk and read as their exit activity.



22

Day 2 Strategy: Find the chunks you know

Materials needed: Individual strategy poster: Find the chunks you know, instructional level A-Z Reader book, dry erase board and marker, pencils

1. Share the goal: “Today we are going to practice the new strategy we learned in the last lesson “Find the chunks you know” (show the poster).

2. Review: To review the strategy, model chunking the following words on your dry erase board: forgot, small

3. Guided Practice: Introduce the A-Z Reader book with a picture walk. Tell students that since this is a paper book, they will be able to practice the strategy, “Find the chunks you know”, using a pencil when reading. Demonstrate by finding a word on one of the first pages that they might need to chunk and circling the chunks. Stress that once they learn this strategy, they will be doing it in their heads (or on a sticky note) when reading. Have students independently “whisper read” the book.

4. Reinforce the Goal: Have students share with the group where they used the strategy “Find the chunks you know” when reading.

Day 3 Strategy: Cover the ending

Materials needed: Individual strategy posters: “Cover the ending”, “Find the chunks you know”, laminated “Cover the ending” word page-Tier 2 (one per student), dry erase board and marker

1. Share the goal: “Today we are going to work on another good reader strategy call “Cover the Ending” (show strategy poster). Tell students that this strategy works together with “Find the chunks you know” strategy (show strategy poster).

2. Model: Write the word standing on the dry erase board. Cover the “ing” with your hand. Model “finding the chunks they know” in stand (st-and)—slide your fingers off the ing to read the WHOLE word—standing. Continue this modeling process with the following words: kicked, farmer, slowly

3. Guided Practice: Using the “Cover the Ending” pages, and doing one word at a time, have the students cover the ending with their index finger, chunk the word, slide their finger off the ending and read the whole word.

4. Reinforce the Goal: Remind students that “Cover the ending” is another strategy to figure out unknown words. Using a different word on the page for each student, have them demonstrate the strategy as their exit activity.

Day 4 Strategy: Cover the Ending

Materials needed: Individual strategy posters: “Cover the Ending”, “Find the chunks you know”, Strategy 1 Poster, instructional level guided reading book (be sure to select a book that has words with ending), dry erase board and marker

1. Share the goal: “Today we are going to practice the new strategy we learned in the last lesson “Cover the ending” (show the poster). Remember this reading strategy works together with the strategy “Find the chunks you know” (show the poster).”

2. Review: To review the strategy, model “Cover the ending” with the following words on your dry erase board: thinking, shorter,



23

trucks 3. Guided Reading: Introduce the new book with a picture walk. Tell

students that along with the other reading strategies they know (show Strategy 1 Poster), today they will have a chance to practice “Cover the ending” when they read. Demonstrate by finding a word on one of the first pages that has an ending and use the strategies. Have students independently “whisper read” the book.

4. Reinforce the goal: Have students share with the group where they used the strategy “Cover the ending” when reading.

Day 5

Progress Monitoring Must Be Done Weekly

Materials needed: student weekly running record, Analyzing Running Record Chart p. 51, Progress Monitoring Chart p. 52. Procedure: Monitor progress with weekly running records that are analyzed (p. ) with the results recorded on the Progress Monitoring Chart

** For additional information to direct instruction, note strategies each child uses during the first read of new text and mark on student observation chart (p. 50) .

The remaining two strategies featured on the Strategy Chart are “Try the other vowel sound” and Skip over…then reread” are more advanced strategies, and can be covered in regular guided reading. If you want to include these in the intervention, follow the explicit instruction established in the intervention: Day 1:

Introduce the strategy with the chart.

Model the strategy for the students.

Guided Practice

Reinforce the strategy Day 2

Review the strategy with modeling

Guided Practice with a guided reading book

Reinforce the strategy with strategy talk and/or exit activity



24

Reading Strategy Tips

Even though you model and teach these strategies individually, readers use a combination of strategies while reading.

During regular guided reading, always have the strategy chart(s) posted and visible for readers.

Once students are familiar with the strategies, when they are reading and stop at an unknown word, ask “What can you do” (referring to the strategies poster, if necessary).

Do not establish a pattern where the child waits for you to do the work (suggest a strategy to use or give the word)—the child must take the initiative.

Reinforce the child for his/her attempts whether they are successful or not. Say, “You tried to work that out—that was good.”

Give the message you are confident they can solve the problem.

During the students’ first or second read of a new text in guided reading, note the strategies students are using or not using. Take time after the reading to reinforce the good-reader strategies you observed. Reteach strategies not being used. Limit instruction to one or two teaching points per lesson.

Student running records will provide information about strategies being used or not used. This information will be very valuable in planning instruction.


25

motorcycle

basketball

Look at the Picture Clues Word Cards – Tier 2


26

cereal

scissors



27

butterfly

dinosaur

v



28

hamburger

guitar

v



29

violin after

camera penny

family kite

helper river

night many

lion sister

Get Your Mouth Ready Word Cards – Tier 2


30

penny

camera

Picture/Match Word Cards – Tier 2


31

kite

zebra



32

pencil

monkey

v



33

table

computer

v




34

us

ask

not

pup

let

did

felt

went

mask

hint

Say the Sounds Word Cards – Tier 2



35

fork

match

grand

shout

rabbit

short

Sunday

crayon

Chunking Words – Tier 2



36

fishing

quickly

faster

sorting

looked

sadly

helped

farmer

Cover the Ending – Tier 2



37

A Trip To The Zoo

We went to the zoo. We saw

a lot of a___________.

First, we saw a m_________

swinging on a rope. Next we

saw a big, gray e_________

eating peanuts. Then we got

to see the seals eating

f_______. The last thing

we saw were the roaring

l______. We had a great

time at the z_____.

Cloze Story-Tier 2



38

Tier 3: Reading Strategies

Although you will model the use of Reading Strategies with all students during Shared Reading and in Guided Reading/Small Group instruction, this complete plan is only for targeted students who are not consistently using Reading Strategies and were not successful with Tier 2: Reading Strategies

Goal For early readers to develop a flexible use of reading strategies that encompasses searching for cues, solving new words using multiple sources of information, self-correcting, and self-monitoring their reading.

Grouping Small group 1-2 students Estimated Time 15 minutes Materials District Strategies for Good Readers posters

District strategies bookmark

Instructional level text sets

Big books with simple text

Dry Erase boards and markers

Sticky notes

Wordless picture book

Small mirrors (one per student) “Get your mouth ready” Word Cards-Tier 3

“Picture/Match” Cards-Tier 3

“Say the Sounds” Cards – Tier 3

Chunking Page – Tier 3

Cover the Ending Page – Tier 3

A Trip to the Store (Cloze Story – Tier 3)



39

For Tier 3 instruction, look carefully at the Progress Monitoring done in Tier 2. Determine which strategies need reteaching or more practice. Repeat the Tier 2 lessons for those strategies using different text and the additional support listed below: Look at the Picture clues:

On Day 1, replace step 2 “Model with cards” with a wordless picture book. “Read” the book with the student (s) to reinforce the importance of pictures in a book and how a reader MUST use the pictures when reading.

Pay special attention to select books that have supportive pictures and know concepts.

Get your mouth ready to say it:

On Day 3, during Modeling and Guided Practice (step 2 & 3), use small mirrors for the students to see what their mouth looks like when they are making the initial sounds

Picture/Match Cards-Tier 3

When students are reading in their own books, have them put their finger under the first letter of the tricky word

Think of a word that makes sense:

Select books with known concepts.

Do rich picture walks to establish meaning.

Use the Tier 3 Cloze Story

Say the sounds—Put them together:

Use “Say the sounds Word Cards”-Tier 3

Avoid saying the sounds for the students Find the chunks you know:

Use “Chunking” Word Page-Tier 3 Cover the ending:

Use “Cover the ending” Word Page-Tier 3



40

Reading Strategy Tips

Even though you model and teach these strategies individually, readers use a combination of strategies while reading.

During regular guided reading, always have the strategy chart(s) posted and visible for readers.

Once students are familiar with the strategies, when they are reading and stop at an unknown word, ask “What can you do” (referring to the strategies poster, if necessary).

Do not establish a pattern where the child waits for you to do the work (suggest a strategy to use or give the word)—the child must take the initiative.

Reinforce the child for his/her attempts whether they are successful or not. Say, “You tried to work that out—that was good.”

Give the message you are confident they can solve the problem.

During the students’ first or second read of a new text in guided reading, note the strategies students are using or not using. Take time after the reading to reinforce the good-reader strategies you observed. Reteach strategies not being used. Limit instruction to one or two teaching points per lesson.

Student running records will provide information about strategies being used or not used. This information will be very valuable in planning instruction.


41

under follow

jello never

cover napkin

garbage serve

purse tooth

wagon yawn

Get Your Mouth Ready Word Cards – Tier 3


42

window

helicopter



43

sandwich

backpack



44

caterpillar

football



45

lion

alligator



46

up

ran

sip

men

top

back

rent

stop

duck

past

Say the Sounds Word Cards – Tier 3


47

butter

chart

ranch

begin

sister

lunch

inside

yesterday

Chunking Words – Tier 3


48

singer

bending

stopped

player

sickly

hopped

softly

jumping

Cover the Ending – Tier 3



49

A Trip To The Store

We went to the store to get

some food. First we put

some yellow b_______ and

red a_______ in our cart.

Next, we got a jug of m____

for our cereal. Then we got

some orange j_____ to drink

for breakfast. Last, we got

chocolate chip c_______ for

dessert. We helped mom

carry the b____ to the

c___.

Cloze Story-Tier 3



50

Reading Strategies-Student Observation Chart

Name: Date Look at

the picture clues.

Get your

mouth ready to say it.

Think of a word

that makes sense.

Say the sounds-put them together.

Find the

chunks you

know.

Cover the

ending.


Skip over and then

reread.

Name:

Date Look at the

picture clues.

Get your


Think of a word

that makes sense.


Find the

chunks you

know.

Cover the

ending.


Skip over and then

reread.

Name:

Date Look at the

picture clues.

Get your


Think of a word

that makes sense.


Find the chunks

you know.

Cover the

ending.


Skip over and then

reread.

Name:

Date Look at the

picture clues.

Get your


Think of a word

that makes sense.


Find the

chunks you

know.

Cover the

ending.


Skip over and then

reread.

Record a “+” if you observe the child using the strategy.



51

Name:____________________________ Date: _____________

Analyzing Running Record Chart “Understanding how students are thinking while they are reading”

Directions: Record miscues (errors) in “Word student said” column and the correct word from the text under “Text” column. Going back to the original text, reread the sentence up to the miscue and identify the cue sources the student used, put a check under the cue source. What cue sources is the student using, what cue sources is the student neglecting?

Word(s)Student

said

Text

M

S

Visual Initial

Visual Middle

Visual End

SC Comments



52

Progress Monitoring Chart for Tier 2 & Tier 3: Reading Strategies Student’s Name______________________________ Tier ____ Additional small group Yes No (or) Embedded in daily small group instruction Yes No Must be done on Day 5 of the Intervention or the final lesson of the week.

Cue Sources %

Number of times cue used

Number of errors

Text Read D

ate

Nu

mb

er

of

Le

sso

n t

his

week

Level o

f

Text

Accu

racy

Perc

en

t

Mean

ing

Str

uctu

re Visual

Self

Co

rrecti

on

s

Comments Init

ial

Mid

dle

En

d

= %



53

Tier 2: Self-Monitoring--Using the 3 Cueing-System

Although you will model and reinforce self-monitoring with all students during Guided Reading/Small Group instruction, this complete plan is only for targeted students who do not self-monitor when reading.

Goal Students will self-monitor their reading using meaning (Does that make sense?), structure (Does that sound right?), and visual (Does that look right?). When reading, if something doesn’t look right, sound right, or make sense, students will stop and fix it. This is called self-correction.

Grouping Small group 2-4 students Estimated Time

15 minutes

Materials Cueing Systems Table Tent

Cueing Systems Prompts chart

instructional level text


Introductory Lesson

Materials needed: Cueing Systems Table Tent, instructional level text

1. Share the goal: Using the Cueing Systems table tent, share with students that good readers make sure when they are reading that is always “looks right” (point to your eyes), “sounds right” (point to your ear), and “makes sense” (point to your head). Explain that ALL readers make mistakes when reading, but good readers know it is their job to STOP and FIX IT. Share that they will be working on listening to themselves when reading so they will know when to STOP and FIX their reading.

2. Model: Pass out an instructional level book (or a familiar reread book) to the students reserving a copy for yourself. Say to students, “I am going to make a mistake as I read. See if you can find it”. Read a page or paragraph making a mistake. Ask the student what was wrong with your reading. After identifying the error, refer back to the Cueing Systems Table Tent (ex. “Yes, you were right—that didn’t make sense—I should have stopped and fixed it”). Continue reading and making errors for the students to identify.

3. Reinforce the goal: Using the Cueing Systems Table Tent,

have the students chant with you, “Reading has to ‘look right’ (pointing to eyes), ‘sound right’ (pointing to ears), ‘and make sense’ (pointing to head)!



54

Subsequent Lessons

Materials needed: Cueing Systems Table Tent, instructional level text, Cueing Systems Prompts chart

1. Share the goal: “Today you will be working on listening to yourself when you are reading to make sure it “looks right”, “sounds right”, and “makes sense” (Show Cueing Systems Table Tent). When you make a mistake, you will know to stop and fix it.”

2. Model: Using an instructional level book, follow this model

Read a page to the students making an intentional error

Pause

“Think aloud” (ex. “hmm…that didn’t look right.. I said “horse”, but the word starts with an “p”

Fix it (it must be pony) 3. Guided Practice: Introduce an instructional level book. After a

good picture walk, have the students “whisper read” the book. Use the Cueing Systems Prompts chart for prompting suggestions to use when you observe an error.

4. Reinforce the Goal: Point out the self-monitoring and self-correcting you observed during the lesson. (Self-correction is the goal, but if a student stops, he/she is self-monitoring—that needs to be encouraged even if the student was unable to self-correct.)

Progress Monitoring

Materials needed: student weekly running record, Analyzing Running Record Chart p. 59, Progress Monitoring Chart p. 60 Procedure:

Monitor student progress with weekly running records

Analyze student running records for errors and self-corrections—information used or neglected [meaning (M), structure (S), visual (V)].

*Analyzing a student’s errors will help you decide how to prompt the student during guided reading.

Refer to Guided Reading, Fountas and Pinnell, pages 90-95 for more information on analyzing running records.



55

Important Self-Monitoring Notes:

Monitoring for meaning is the most important aspect of reading.

Make sure to convey to the students that it is their job to do the reading work and you are confident they can self-correct using these cueing systems.

Self-Monitoring should occur at every level

When a student makes a reading error and stops, but takes no action, ask “What can you do?”

After a student makes an error, allow him/her to finish reading sentence. Do not interrupt the student in the middle of the sentence. Give him/her an opportunity to self-correct.

Visual errors may indicate the student is not looking all the way through the word. Have the student check the word slowly by running his/her finger under the word while s/he says it.

As students become more skilled, do less modeling and prompting.



56

Tier 3: Self-Monitoring--Using the 3 Cueing-System

Although you will model self-monitoring with all students during Guided Reading/Small Group instruction, this complete plan is only for targeted students who do not self-monitor when reading and were not successful with Tier 2: Self Monitoring—Using the 3 Cueing System

Goal Students will self-monitor their reading using meaning (Does that make sense?), structure (Does that sound right?), and visual (Does that look right?). When reading, if something doesn’t look right, sound right, or make sense, students will stop and fix it. This is called self-correction.

Grouping Small group 1-2 students Estimated Time

15 minutes

Materials Cueing Systems Table Tent

Cueing Systems Prompts chart

instructional level text

Prior to starting Tier 3 Intervention, look carefully at the student’s Progress Monitoring from Tier 2 to determine what cueing system(s) is being neglected. Focus your instruction on the neglected cueing system(s). *Depending on group size and time allotment, lessons may take more than one day.

Introductory Lesson

Materials needed: Cueing Systems Table Tent, instructional level text 1. Share the goal: Using the Cueing Systems table tent, share with

the student(s) the cueing systems they are good at using and the one they need additional practice (ex. You are very good at making it “sound right” and “make sense”, but it doesn’t always “look right” when you read. You will be working on stopping and fixing your reading when it doesn’t “look right”).

2. Model: Pass out an instructional level book (or a familiar reread book) to the student(s) reserving a copy for yourself. Say to student, “I am going to make a mistake as I read. See if you can find it”. Read a page or paragraph making a mistake (Focus on errors commonly made by the student). Ask the student what was wrong with your reading. After identifying the error, refer back to the Cueing Systems Table Tent (ex. “Yes, you were right—that didn’t look right—I should have stopped and fixed it”). Continue reading and making errors for the students to identify.

3. Reinforce the goal: Using the Cueing Systems Table Tent, have the students chant with you, “Reading has to ‘look right’ (pointing to eyes), ‘sound right’ (pointing to ears), ‘and make sense’ (pointing to head)! When I make a mistake, it is my job to FIX IT!”



57

Subsequent Lessons

Materials needed: Cueing Systems Table Tent, instructional level text, Cueing Systems Prompts chart

1. Share the goal: “Today you will be working on listening to yourself when you are reading to make sure it “looks right”, “sounds right”, and “makes sense” (Show Cueing Systems Table Tent). When you make a mistake, you will know to stop and fix it.”

2. Model: Using an instructional level book, follow this model

Read a page to the students making an error related to the cueing system neglected by the student

Pause

“Think aloud” (ex. “hmm…that didn’t look right… I said “girl”, but the word has an “s” on the end

Fix it (it must be girls) 3. Guided Practice: Introduce an instructional level book. After a

good picture walk, have the student(s) “whisper read” the book. Use the Cueing Systems Prompts chart for prompting suggestions to use when you observe an error.

4. Reinforce the Goal: Point out the self-monitoring and self-correcting you observed during the lesson, especially examples of the student’s focused need. (Self-correction is the goal, but if a student stops, he/she is self-monitoring—that needs to be encouraged even if the student was unable to self-correct.)

Progress Monitoring

Materials needed: student weekly running record, Analyzing Running Record Chart p. 59, Progress Monitoring Chart p. 60 Procedure:

Monitor student progress with weekly running records

Analyze student running records for errors and self-corrections—information used or neglected [meaning (M), structure (S), visual (V)].

*Analyzing a student’s errors will help you decide how to prompt the student during guided reading.

Refer to Guided Reading, Fountas and Pinnell, pages 90-95 for more information on analyzing running records.



58

Important Self-Monitoring Tips:

Monitoring for meaning is the most important aspect of reading.

Make sure to convey to the students that it is their job to do the reading work and you are confident they can self-correct using these cueing systems.

Self-monitoring should occur at every level.

When a student makes a reading error and stops, but takes no action, ask “What can you do?”

After a student makes an error, allow him/her to finish reading the sentence. Do not interrupt the student in the middle of the sentence. Give him/her an opportunity to self-correct.

Visual errors may indicate the student is not looking all the way through the word. Have the student check the word slowly by running his/her finger under the word while s/he says it.

As students become more skilled, do less modeling and prompting.



59

Name:____________________________ Date: ______________

Analyzing Running Record Chart “Understanding how students are thinking while they are reading”

Directions: Record miscues (errors) in “Word student said” column and the correct word from the text under “Text” column. Going back to the original text, reread the sentence up to the miscue and identify the cue sources the student used, put a check under the cue source. What cue sources is the student using, what cue sources is the student neglecting?

Word(s)Student

said

Text

M

S

Visual Initial

Visual Middle

Visual End

SC Comments



60

Progress Monitoring Chart for Tier 2 & Tier 3: Self-Monitoring--Using the 3 Cueing-System

Student’s Name______________________________ Tier ____ Additional small group Yes No (or) Embedded in daily small group instruction Yes No Must be done on Day 5 of the Intervention or the final lesson of the week.

Cue Sources %

Number of times cue used

Number of errors

Text Read D

ate

Nu

mb

er

of

Le

sso

n t

his

week

Level o

f

Text

Accu

racy

Perc

en

t

Mean

ing

Str

uctu

re Visual

Self

Co

rrecti

on

s

Comments In

itia

l

Mid

dle

En

d

= %



61

General Prompts What do you know that might help? What are you thinking?

What is one thing you can do when you are stuck on a word?

Semantic (Meaning) Does that make sense? Look at the picture. Does the picture help? What happened in the story when___? What do you think it might be? Try that again. See if you can make it make sense.

What is another word that might fit here?

Graphophonic (Visual) Does it look like it could be _____? What is the first letter? What sound does (can) that make? What would you expect to see at the beginning (middle or end) of _____?

Do you know another word that might start (end) with those letters?

Cueing-System Prompts

Syntactic (Structure) Does that sound right? Can you say it another way? Reread the sentence, and see if you can make it sound right.

You read, ____ (e.g., “The girl are ride her bike.”), does that sound right?

One-to-One Matching Read it with your finger. Did that match? Were there enough words?

Did you run out of words?

early reading strategies background...

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