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High  Yield  Instruc5onal  Strategies  for  Reading  

A  focus  on  “Before”  

Objec5ves  

•  Review  high  yield  instruc5onal  strategies  for  reading  which  focus  on  the  pre-­‐reading  por5on  of  the  lesson.  

•  Review  individual  instruc5onal  considera5ons  for  students  with  disabili5es.  

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Why  are  reading  skills  so  cri5cal?  

Comprehension  

Self-­‐Monitoring  

Self-­‐Ques5oning  

Self-­‐Correc5on  

Boardman,  et  al.,  2008   www.texaspgc.net  3  

Before   • Preview  

During   • Break  things  down  • Main  Ideas  

 AWer   •  Ask  and  Answer  Ques5ons  

•  Review  Vocabulary  

Wanzek,  et  al.,  2010   www.texaspgc.net  4  

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Before  Reading  –    Teacher  Directed  Instruc5onal  

Strategies  

•  Model  strategies  for  students  – Explain  novel  big  ideas  – Correctly  read  vocabulary  

Students  need  to  hear  proficient  readers  as  examples  (Rasinski,  2004)    

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Before  Reading  –    Teacher  Directed  Instruc5onal  

Strategies  

•  Can  they  read  the  word?  

 •  Individual  considera5ons  for  specially  designed  instruc5on  – What  addi5onal  words  should  be  added  to  support  specific  students  during  instruc5on?  

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Before  Reading  –    Teacher  Directed  Instruc5onal  Strategies  

Do  they  know  what  the  word  means?  RECYCLE  

PICTORIAL  

WORD  

Dic*onary:  Convert  waste  into  reusable  material    Student:  take  trash  and  make  it  usable  again”  

PHYSICAL  Student  moves  to  the  recycle  bin  with  recyclable  material.  

OR  Student  draws  a  triangular  shape  in  the  air  with  hands.  

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Before  Reading  –    Teacher  Directed  Instruc5onal  

Strategies  

•  Record  for  use  during  reading  

Individual  considera5ons  for  specially  designed  instruc5on  •  Can  this  student  retain  this  informa5on  for  use  during  

reading  and  know  where  to  find  it?  •  or  do  they  need  their  own  record  for  con5nued  use?  

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Before  Reading  –    Teacher  Directed  Instruc5onal  

Strategies  •  Preview  the  text  and  note  text  features  

–  Bold  print  –  Titles  –  Sub  5tles  –  Illustra5ons,  photographs,  and  cap5ons  –  Insets  –  Charts,  maps,  graphs,  and  diagrams  

•  When  considering  specially  designed  instruc5on  for  students  with  disabili5es:  –  label  the  student’s  reading  material  with  s5cky  notes  –  Individually  preview  text  features  in  general  with  the  student  

before  the  lesson,  or    –  enlarge  a  page  with  text  features  to  label  with  the  student  

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Before  Reading  –    Teacher  Directed  Instruc5onal  

Strategies  •  Predict  and  infer  the  content  of  the  selec5on  

•  When  considering  specially  designed  instruc5on  for  students  with  disabili5es:  – Model  predic5on  and  inferring  –  Provide  sentence  stems  for  students  to  prac5ce  on  their  own  •  I  think  ________  will  happen  because…  •  I  see  _______  which  makes  me  think  …  •  Based  on  the  5tle  I  think  this  is  going  to  be  about…  •  I  see  pictures  of  ______  which  makes  me  think….  

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Moving  Forward    

•  Proper  prepara5on  allows  students  to  ready  themselves  for  reading  and  interac5ng  with  texts.      

•  Use  across  subject  areas  to:  –  Increase  comprehension  of  subject  specific  concepts  

– Automate  these  prac5ces  in  struggling                  readers  so  they  begin  to  use  them        independently.  

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Addi5onal  Resources  •  Texas Education Agency

http://www.tea.state.tx.us/ •  Texas Project First

http://www.texasprojectfirst.org/ •  Project Forum

http://www.projectforum.org/ •  Student Attendance and Accounting Handout (SAAH)

http://www.tea.state.tx.us/index2.aspx?id=7739&menu_id2=789 •  IDEA 2004

http://idea.ed.gov/

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PGC  Resources  

Addi5onal  Progress  in  the  General  Curriculum  Documents  found  at:    

www.texaspgc.net      

•  Guidelines  for  Co-­‐Teaching  In  Texas  •  Individualized  Educa5on  Program  (IEP)  Annual  Goal  Development  

Ques5on  and  Answer  Document  •  Working  With  Paraprofessionals:  A  Resource  for  Teachers  of  

Students    with  Disabili5es  •  Least  Restric5ve  Environment  (LRE)  Ques5on  and  Answer  Document  •  Grading  and  Progress  Monitoring  for  Students  with  Disabili5es  •  Specially  Designed  Instruc5on  

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Ques*ons?  pgc@esc20.net

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References  •  Boardman,  A.  G.,  Roberts,  G.,  Vaughn,  S.,  Wexler,  J.,  Murray,  C.  S.,  &  Kosanovich,  

M.  (2008).  Effec%ve  instruc%on  for  adolescent  struggling  readers:  A  prac%ce  brief.  Portsmouth,  NH:  RMC  Research  Corpora5on,  Center  on  Instruc5on.  

•  Wanzek,  J.,  Boardman,  A.,  Vaughn,  S.,  &  Harbor,  A.  (2010).  Vocabulary  and  comprehension:  Effec%ve  upper-­‐elementary  interven%ons  for  students  with  reading  difficul%es.  Aus5n,  TX:  The  Meadows  Center  for  Preven5ng  Educa5onal  Risk.  

•  Rasinski,  T.  (2004).  Crea5ng  Fluent  Readers.  Educa%onal  Leadership,  61(6),  46-­‐51.  Retrieved  March  22,  2016,  from  hqp://www.ascd.org/publica5ons/educa5onal-­‐leadership/mar04/vol61/num06/Crea5ng-­‐Fluent-­‐Readers.aspx    

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