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Strategies for Reading Assessment and Instruction: Helping Every Child Succeed
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Strategies for Reading Assessment and Instruction: Helping Every Child Succeed
Sixth Edition
D. Ray ReutzelUniversity of Wyoming
Robert B. Cooter, Jr.Bellarmine University
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Library of Congress Cataloging-in-Publication Data
Names: Reutzel, D. Ray (Douglas Ray), 1953- author. | Cooter, Robert B., author. Title: Strategies for reading assessment and instruction in the Common Core era / D. Ray Reutzel and Robert B. Cooter, Jr.Description: [Sixth edition] | Boston, MA : Pearson, [2019] | Includes bibliographical references and index.Identifiers: LCCN 2018041384 | ISBN 9780134986883Subjects: LCSH: Reading. | Reading--Remedial teaching. | Child development. | Common Core State Standards (Education) | Education--Standards--United States.Classification: LCC LB1050 .R477 2019 | DDC 372.4—dc23 LC record available at https://lccn.loc.gov/2018041384
ISBN-10: 0-13-378364-2ISBN-13: 978-0-13-498688-3www.pearsonhighered.com
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For the many teachers, reading coaches, students, and professional col-leagues who have given me far more than I have given them. Thank you
for sharing your challenges so that we could work on them together!—DRR
For all the small children for whom school is a place of hope.—RBC
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vii
Preface xix
1 Strategic Reading Instruction 1
2 Response to Intervention (RTI): Differentiating Reading Instruction for All Readers 14
3 Oral Language and Listening: The Foundation of Literacy 33
4 Early Literacy Skills: Phonological and Phonemic Awareness, Letter Name Knowledge, and Concepts about Print 68
5 Phonics, Decoding and Word Recognition Skills 118
6 Reading Fluency 178
7 Reading Vocabulary 211
8 Reading Comprehension: Narrative Texts 240
9 Teaching with Informational Texts 289
10 Extending our Reach: Summer Learning Loss, Family Involvement, and Professional Learning Communities 352
References 364
Name Index 386
Subject Index 391
Brief Contents
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ix
Preface xix
1 Strategic Reading Instruction 1
Introduction: How this Book is Organized 1Putting It All Together: The Teaching and Learning Cycle 2
Background Briefing for Teachers: The Foundation Skills of Reading 4
Overview of the Evidence-Based Reading Foundations 4When Are The Foundation Reading Skills Taught? 6About The Common Core State Standards 7
Reading Assessment: The Basics 7Principles of Reading Assessment 7
PRINCIPLE 1: ASSESSMENT INFORMS INSTRUCTION
PRINCIPLE 2: BE PREPARED: GATHER YOUR ASSESSMENT MATERIALS IN ADVANCE
PRINCIPLE 3: DOCUMENT STUDENTS’ GROWTH OVER TIME
The Four Purposes of Reading Assessment 8Types of Reading Assessments Found in This Book 9
FORMATIVE READING ASSESSMENTS
SUMMATIVE READING ASSESSMENTS
CRITERION REFERENCED READING ASSESSMENTS
NORM-REFERENCED READING ASSESSMENTS
Characteristics of High Quality Reading Assessment 11Reliability 11Validity 12Validity and Reliability in the Real World 12
2 Response to Intervention (RTI): Differentiating Reading Instruction for All Readers 14
What Is RTI? 15RTI as a Reading Safety Net 16
How Is RTI Implemented? 18Implementing Effective Tier 1 Literacy Instruction 19
Essential Components of Evidence-Based Literacy Instruction 19Essential Components of Standards-Based Literacy Instruction 20Leading and Managing a Classroom Effectively 23Establishing Classroom Routines 24Systematic Instruction 25Explicit Instruction 25
Implementing Effective Tier 2 Literacy Instruction: Triage in Classrooms 27
Small-Group Tier 2 Reading Instruction 27Managing a Classroom When Implementing Tier 2 Instruction 29
Implementing Effective Tier 3 Literacy Instruction 30“Outsourcing” Is Out 31
3 Oral Language and Listening: The Foundation of Literacy 33
Background Briefing for Teachers 33Speaking and Listening in the Common Core State Standards 34Expressive Language: Speaking and Oral Language Development 34
THEORIES OF ORAL LANGUAGE DEVELOPMENT
THE BIRTH OF ORAL LANGUAGE
THE PHASES OF ORAL LANGUAGE DEVELOPMENT
INFUSE ACADEMIC VOCABULARY INTO ORAL LANGUAGE DEVELOPMENT
EFFECTS OF POVERTY ON LANGUAGE DEVELOPMENT
CREATE LANGUAGE-RICH CLASSROOM ENVIRONMENTS
Receptive Language: Listening 38
Assessing Oral Language Development 39Mean Length of Utterance (MLU) Assessment Using Technology 39
PURPOSE
MATERIALS
Informal Language Inventory 41PURPOSE
MATERIALS
The Student Oral Language Observation Matrix (SOLOM) 41
PURPOSE
MATERIALS
Teacher Rating of Oral Language and Literacy 43PURPOSE
MATERIALS
The Dynamic Indicators of Basic Early Literacy Skills Word Use Fluency Test 46
PURPOSE
MATERIALS
Picture Naming Test 47PURPOSE
MATERIALS
Oral Language Checklist 48PURPOSE
MATERIALS
PROCEDURE
Assessing Listening Ability 49The Peabody Picture Vocabulary Test/Expressive Vocabulary Test (English & Spanish versions) 49
PURPOSE
MATERIALS
PROCEDURE
Story Retelling Evaluation Guide: A Listening Comprehension Assessment 50
Summary of Oral Language and Listening Assessment Strategies 52
Contents
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Using Student Assessment Data to Guide Instruction: A Classroom Profile and an If-Then Teaching Strategy Guide 53
Teaching Strategies for Developing Oral Language and Listening 53
Alphaboxes 55PURPOSE
MATERIALS
PROCEDURE
Text Talk: Building Academic Vocabulary Using Online Resources 56
PURPOSE
MATERIALS
PROCEDURE
Rule of Five: Improving Mean Length of Utterance (MLU) 57
PURPOSE
MATERIALS
PROCEDURE
Let’s Talk! 58PURPOSE
MATERIALS
PROCEDURE
One Looks, One Doesn’t 59PURPOSE
MATERIALS
PROCEDURE
Poetry Potpourri (Appropriate for English Learners) 60PURPOSE
MATERIALS
PROCEDURE
Storytelling 62PURPOSE
MATERIALS
PROCEDURE
Dialogic Reading 64PURPOSE
MATERIALS
PROCEDURE
Critical Dialogues 65PURPOSE
MATERIALS
PROCEDURE
Adapting Instruction for Those Who Struggle 67
4 Early Literacy Skills: Phonological and Phonemic Awareness, Letter Name Knowledge, and Concepts about Print 68
The Foundations of Early Literacy 68
Background Briefing for Teachers – Part I: Phonological and Phonemic Awareness 69
Background Briefing for Teachers – Part II: Letter Name Knowledge 70
Should We Teach a Letter a Week? 71
Not All Letters Are Created Equal! (Or Require The Same Amount of Instruction) 71Allocated Instruction Time: Short is Sweet 72Explicit Instruction is Key 72
Background Briefing for Teachers – Part III: Concepts about Print 72
Functions of Print 73Mapping Speech onto Print 73Technical Aspects of Print 74
Assessing Early Literacy Skills 75
Assessing Phonological Awareness 77Same–Different Word Pair Task 77
PURPOSE
MATERIALS
PROCEDURE
Syllable and Sound Counting Task 77PURPOSE
MATERIALS
PROCEDURE
Auditory Sound Blending Task 78PURPOSE
MATERIALS
PROCEDURE
Segmenting Sounds 79PURPOSE
MATERIALS
PROCEDURE
Dictation 80
Assesing Phonemic Awareness 81Initial Consonant Sounds Assessment 81
PURPOSE
MATERIALS
Blending Sounds Assessment 82PURPOSE
MATERIALS
PROCEDURE
Phonemic Segmentation Assessment 84PURPOSE
MATERIALS
PROCEDURE
Assessing Letter Name Knowledge 86Letter Identification 86
PURPOSE
MATERIALS
PROCEDURE
Letter Production Task 87PURPOSE
MATERIALS
PROCEDURE
DIBELS Letter Naming Fluency (LNF) 87PURPOSE
MATERIALS
PROCEDURE
Alphabet Knowledge Test (AKT) 89PURPOSE
MATERIALS
x Contents
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Contents xi
PROCEDURE
Assessing Applications for Early Literacy Instruction 92
Assessing Children’s Concepts about Print 94Concepts About Print Test 94
PURPOSE
MATERIALS
PROCEDURE
Mow Motorcycle Task 95PURPOSE
MATERIALS
PROCEDURE
Using Student Assessment Data to Guide Instruction: A Classroom Profile and an if-then Chart for Early Reading Skills 96
Instructional Strategies for Teaching Phonological and Phonemic Awareness 101
Grab the Odd One Out 101PURPOSE
MATERIALS
PROCEDURE
Word Rubber Banding 102PURPOSE
MATERIALS
PROCEDURE
Picture Box Sound Counting (Elkonin Boxes) 102PURPOSE
MATERIALS
PROCEDURE
Sing It Out 104PURPOSE
MATERIALS
PROCEDURE
Instructional Strategies for Teaching Letter Name Knowledge 104
The Sounds Rhythm Band 104PURPOSE
MATERIALS
PROCEDURE
Highlighting Letters Strategy 105PURPOSE
MATERIALS
PROCEDURE
Reading Published Alphabet Books 106PURPOSE
MATERIALS
PROCEDURE
English Language Learners: Letter Name and Sound Mnemonics 106
Standard: No Specific Standards Offered 106PURPOSE
MATERIALS
PROCEDURE
Planning Explicit Alphabet Letter Knowledge Lessons 108PURPOSE
MATERIALS
PROCEDURE
Instructional Strategies for Helping Students Learn Concepts about Print 109
The Language Experience Approach: Working with English-first and English Language Learners 110
PURPOSE
MATERIALS NEEDED FOR A GROUP EXPERIENCE CHART
PROCEDURE FOR A GROUP EXPERIENCE CHART
MATERIALS NEEDED FOR THE INDIVIDUAL LANGUAGE EXPERIENCE STORY
PROCEDURE FOR INDIVIDUAL LANGUAGE EXPERIENCE STORY
Voice Pointing 113PURPOSE
MATERIALS
PROCEDURE
Verbal Punctuation 114PURPOSE
MATERIALS
PROCEDURE
E Books: Using Technology to Teach Concepts About Print 116
PURPOSE
MATERIALS
PROCEDURE
5 Phonics, Decoding and Word Recognition Skills 118
Background Briefing for Teachers 118Phonics and the State Core Standards 118Research on Phonics 119The Need for Explicit and Systematic Phonics Instruction 121Approaches to Phonics Instruction 121
Phonics Students Must Know 121Letter Names and Sounds 122Common Rules Governing Letter Sounds 123
THE C RULE
THE G RULE
THE CVC GENERALIZATION
VOWEL DIGRAPHS
THE VCE FINAL E GENERALIZATION
THE CV GENERALIZATION
R-CONTROLLED VOWELS
Special Consonant Rules 124SINGLE CONSONANTS
CONSONANT DIGRAPHS, TRIGRAPHS, AND SILENT LETTER COMBINATIONS
INITIAL CONSONANT BLENDS OR “CLUSTERS”
DOUBLE CONSONANTS
PH AND THE /F/ SOUND
Special Vowel Rules 126VOWEL DIGRAPHS OR “TEAMS”
SCHWA / ∂ /
DIPHTHONGS
Y RULES
Other Phonics they use 127Segmenting and Blending Sounds 127
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xii Contents
Syllabication 128Onset and Rime: Word Families 128Body and Coda (Word “Chunks”) 130Structural Analysis 130High-Frequency or “Sight” Words 130
What Does A Good Decoding Program Look Like? 131
Assessing Students’ Decoding and Word Recognition 132The Early? Names Test 132
PURPOSE
MATERIALS
PROCEDURE
The Starpoint Phonics Assessment (SPA) 135PURPOSE
MATERIALS
PROCEDURE
The Consortium on Reading Excellence (CORE) Phonics Survey 2nd Edition Section II, Decoding Skills (ESL Assessment) 137
PURPOSE
MATERIALS
PROCEDURE
Running Records 138PURPOSE
MATERIALS
PROCEDURE
UNDERSTANDING MISCUES USING MSV ANALYSIS
THE MISCUE GRID: AN EFFICIENT RUNNING RECORDS SCHEME
ANALYZING RUNNING RECORDS USING A MISCUE GRID: MISCUE COUNTING AND QUALITATIVE ANALYSIS
IMPLEMENTING RUNNING RECORDS: A SELF-EVALUATION RUBRIC
Assessing Sight Word Recognition: Thorndike-Lorge Magazine Count High Frequency Word List 150
PURPOSE
MATERIALS
PROCEDURE
Assessing Sight Word Recognition: Zeno 107 High Frequency Word List 151
PURPOSE
MATERIALS
PROCEDURE
San Diego Quick Reading Assessment: Assessing Word Recognition for Placing Students in Text 152
PURPOSE
MATERIALS
PROCEDURE
Using Student Assessment Data to Guide Instruction: A Classroom Profile 154
Connecting Assessment Findings to Teaching Strategies 156
Teaching Strategies: Helping Students Increase Decoding and Word Recognition 157
Adapting Decoding and Word Recognition Instruction for English Learners 158Adaptations and Modification of Decoding and Word Recognition Instruction for English Learners (Spanish) 158A Framework for Phonics Instruction 160
PURPOSE
MATERIALS
PROCEDURE
Sequential Segmenting Strategy 161PURPOSE
MATERIALS
PROCEDURE
Hierarchical Segmenting 164Sequential Blending Strategy for Single-Syllable Words 165
PURPOSE
MATERIALS
PROCEDURE
Hierarchical Blending 167Spelling in Parts (SIP) 169
PURPOSE
MATERIALS
PROCEDURE
Sound Swirl 171PURPOSE
MATERIALS
PROCEDURE
Word Boxes (Elkonin Boxes) 171PURPOSE
MATERIALS
PROCEDURE
The Drastic Strategy 173PURPOSE
Using Technology to Teach Decoding and Word Recognition 174
PURPOSE
MATERIALS
6 Reading Fluency 178
Background Briefing for Teachers 178
What is Fluency? 179Fluency and the Common Core State Standards 181
Assessing Children’s Reading Fluency 182DIBELS Oral Reading Fluency (DORF) Test (Grades 1.5 and Up) 182
PURPOSE
MATERIALS
PROCEDURE
One-Minute of Reading Test Plus Prosody 183PURPOSE
MATERIALS
PROCEDURE
Analysis of the 1 Minute of Oral Reading 184PURPOSE
MATERIALS
PROCEDURE
Components of Fluency Assessment 185PURPOSE
MATERIALS
PROCEDURE
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Contents xiii
Using Student Assessment Data to Guide Instruction: A Classroom Profile 188
Connecting Assessment Findings to Teaching Strategies 188
Developing Reading Fluency for Each Student 191Oral Recitation Lesson 191
PURPOSE
MATERIALS
PROCEDURE
Fluency-Oriented Reading Instruction 193PURPOSE
MATERIALS
PROCEDURE
Repeated Readings 194PURPOSE
MATERIALS
PROCEDURE
Assisted and Partner Reading 195PURPOSE
MATERIALS
PROCEDURE
Readers’ Theater 196PURPOSE
MATERIALS
PROCEDURE
Radio Reading 197PURPOSE
MATERIALS
PROCEDURE
Scaffolded Silent Reading (ScSR) 198PURPOSE
MATERIALS
PROCEDURE
Explicit Fluency Instruction 199PURPOSE
MATERIALS
PROCEDURE
Neurological Impress Method 203PURPOSE
MATERIALS
PROCEDURE
English Language Learners 204Closed-Caption Television 204
PURPOSE
MATERIALS
PROCEDURE
Read Naturally® 205PURPOSE
MATERIALS
PROCEDURES
Choral Reading 206PURPOSE
MATERIALS
PROCEDURE
PRETEACHING PREPARATIONS
TEACHING STUDENTS HOW TO PARTICIPATE IN WHOLECLASS CHORAL READING STRATEGY STEPS: MONDAY
TEACHER EVALUATION: CHORAL READING
7 Reading Vocabulary 211
Background Briefing for Teachers 212There Are Four Types of Vocabulary To Be Learned 212Morphology 212Levels of Vocabulary Learning 213How Students Learn New Vocabulary 213Reading Vocabulary and State Standards 214
Assessing Students’ Vocabulary Knowledge and Needs 214
Interactive Highlighting of Unknown Vocabulary (Real Time Technology) 217
PURPOSE
MATERIALS
PROCEDURE
Oral Reading Assessment 218PURPOSE
MATERIALS
PROCEDURE
Vocabulary Definition 219PURPOSE
MATERIALS
PROCEDURE
Word Map 220PURPOSE
MATERIALS
PROCEDURE
Multiple Dimensions of Word Knowledge 222PURPOSE
MATERIALS
PROCEDURE
Cloze Test (Modified for Academic Vocabulary Assessment) 223
PURPOSE
MATERIALS
PROCEDURE
HOW DOES THIS PROCESS DIFFER FROM A TRADITIONAL CLOZE PASSAGE?
Maze Test 225PURPOSE
MATERIALS
PROCEDURE
Using Student Assessment Data to Guide Instruction: A Classroom Profile and an If-Then Teaching Strategy Guide 226
Connecting Assessment Findings to Teaching Strategies 227
Teaching Strategies for Vocabulary Development 227Word Walls 228
PURPOSE
MATERIALS
PROCEDURE
OTHER POPULAR WORD WALL ACTIVITIES
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xiv Contents
Five-Step Method 231PURPOSE
MATERIALS
PROCEDURE
Making Words (Modified for Academic Vocabulary) 232PURPOSE
MATERIALS
PROCEDURE
Frayer Model 233PURPOSE
MATERIALS
PROCEDURE
Vocabulary Cluster: English Learners 234PURPOSE
MATERIALS
PROCEDURE
Vocabulary Bingo! 235PURPOSE
MATERIALS
PROCEDURE
Think-Pair-Share 236PURPOSE
MATERIALS
PROCEDURE
Decent Stories 238PURPOSE
MATERIALS
PROCEDURE
8 Reading Comprehension: Narrative Texts 240
Background Briefing for Teachers 241What Research Says About Reading Comprehension 241
DIRECT EXPLANATION AND TRANSACTIONAL STRATEGY INSTRUCTION
NARRATIVE TEXT FEATURES AND STRUCTURE
A WORD ABOUT STATE STANDARDS AND NARRATIVE TEXT READING
Assessing Students’ Narrative Text Comprehension 243Bloom’s Question Stems and Question Verbs 243
PURPOSE
MATERIALS
PROCEDURES
The Reading Strategy Use Scale (Modified) 247PURPOSE
MATERIALS
PROCEDURE
Flynt/Cooter Reading Attitude Survey (Motivation) 249PURPOSE
MATERIALS
PROCEDURES
Self-Regulation Questionnaire—Reading Motivation 249PURPOSE
MATERIALS
PROCEDURE
Predictability Log (English Learners) 252PURPOSE
MATERIALS
PROCEDURE
Social Collaboration Performance Outcome Evaluation 253PURPOSE
MATERIALS
PROCEDURE
Oral Story Retellings: Knowledge of Narrative Text Structure 254
PURPOSE
MATERIALS
PROCEDURE
Story Grammar Map Assessment 256PURPOSE
MATERIALS
PROCEDURE
Reading Retelling Record (R3) 257PURPOSE
MATERIALS
PROCEDURE
Click or Clunk: Assessment and/or RTI Strategy 259PURPOSE
MATERIALS
PROCEDURE
Narrative Pyramid 260PURPOSE
MATERIALS
PROCEDURE
Anecdotal Records: Technology Tools 261PURPOSE
MATERIALS
PROCEDURE
Digital Management Systems: E-Portfolios 264PURPOSE
MATERIALS
PROCEDURE
Using Student Assessment Data To Guide Instruction: If-Then Teaching Strategy Guide 264
Teaching Strategies: Narrative Reading Comprehension 266Joint Productive Activity (JPA): Cooperative Learning and/or Response to Intervention (RTI) 266
PURPOSE
MATERIALS
PROCEDURE
Story Grammar Instruction 268PURPOSE
MATERIALS
PROCEDURE
Graphic Organizers: Seeing the Structure of Stories 269PURPOSE
MATERIALS
PROCEDURE
Schema Stories: Using Story Structure Knowledge to Guide Text Comprehension 274
PURPOSE
MATERIALS
PROCEDURE
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Contents xv
Question–Answer Relationships (QAR): Answering Questions about Narrative Texts 275
PURPOSE
MATERIALS
PROCEDURE
Summary Writing: Focus on Close Reading of Text 277PURPOSE
MATERIALS
PROCEDURE
Reciprocal Teaching (RT) – Narrative Text Application 279PURPOSE
MATERIALS
PROCEDURE
Directed Reading–Thinking Activity (DR-TA): 281PURPOSE
MATERIALS
PROCEDURE
K-W-L Strategy 284PURPOSE
MATERIALS
PROCEDURE
Yarning Circles (English Learners): Background Knowledge, Motivation, and Close Reading 285
PURPOSE
MATERIALS
PROCEDURE
Singing Routine: Technology 286PURPOSE
MATERIALS
PROCEDURE
9 Teaching with Informational Texts 289
Background Briefing for Teachers 289Informational Text: A Tale of Neglect 290Increased Informational Text Reading in Today’s Society 290Preparing the Reader to Successfully Read Increasingly Complex Informational Texts 291What Makes Informational Texts Challenging? 292Vocabulary 292Sentence Structure 293Coherence 293Absence of Explicit Text Features 294Implicit Text Structure or Organization 295Reader, Text, and Task Considerations 296
Assessing Informational Text Comprehension 297
Assessing Comprehension of Informational Text 297Modified Informational Text Reading Strategy Use Scale 297
PURPOSE
MATERIALS
PROCEDURE
Modified Meta-comprehension Strategy Index 299PURPOSE
MATERIALS
Motivation for Reading Questionnaire, Revised Version 303
PURPOSE
MATERIALS
PROCEDURE
Student Reading Interest Survey 305PURPOSE
MATERIALS
PROCEDURE
Individual and Group Self-Assessment of Interactions with Informational Text 306
PURPOSE
MATERIALS
PROCEDURE
Question– Answer Relationships (QARs): Author and Me and On My Own 308
PURPOSE
MATERIALS
PROCEDURE
Assessing Comprehension of Informational Text: The Text 310Informational Text Oral Retellings 310
PURPOSE
MATERIALS
PROCEDURE
Text Frames to Assess Comprehension of Informational Text 312
PURPOSE
MATERIALS
PROCEDURE
Informational Text Structure Assessment: Selecting a Graphic Organizer 313
PURPOSE
MATERIALS
PROCEDURE
Question– Answer Relationships (QARs): Right There, Think and Search 316
PURPOSE
MATERIALS
PROCEDURE
Assessing Text Complexity: Text Reader Match 317
Connecting Assessment Findings to Informational Text: Comprehension Instructional Strategies 322
Connecting Assessment Findings to Teaching Strategies 323
Strategies for Teaching Comprehension of Informational Texts Focusing on the Reader 323
Comprehension Process Motions: Engaging Movements to Promote Primary Grade Comprehension 323
PURPOSE
MATERIALS
PROCEDURE
Building Students’ Background Knowledge 326The Picture Walk 326
PURPOSE
MATERIALS
PROCEDURE
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xvi Contents
Think-Pair-Share: Readers Collaborate to Comprehend 327PURPOSE
MATERIALS
PROCEDURE
Focusing on the Text 328Becoming a Word Detective 329
PURPOSE
MATERIALS
PROCEDURE
Graphic Organizers: Visual Representation of Informational Text Structures 332
PURPOSE
MATERIALS
PROCEDURE
Close Reading of Informational Texts 335PURPOSE
MATERIALS
PROCEDURE
Increasing Text Complexity 337PURPOSE
MATERIALS
PROCEDURE
Teaching Informational Text: Comprehension Instruction Focused on the Task 338
Question Answering 339Question–Answer Relationships: Answering Questions about Text—Text-Dependent Questions 339
PURPOSE
MATERIALS
PROCEDURE
Question Generation 340Elaborative Interrogation 340
PURPOSE
MATERIALS
PROCEDURE
Retelling 342Informational Text Oral Retellings 342
PURPOSE
MATERIALS
PROCEDURE
Multiple Strategy Instruction 344Reciprocal Teaching 344
PURPOSE
MATERIALS
PROCEDURE
Concept-Oriented Reading Instruction 346PURPOSE
MATERIALS
PROCEDURE
English Language Learners 347Sheltered Instruction Observation Protocol 347
PURPOSE
MATERIALS
PROCEDURE
Collaborative Strategic Reading: Helping Students Who Struggle 350
PURPOSE
MATERIALS
PROCEDURE
10 Extending our Reach: Summer Learning Loss, Family Involvement, and Professional Learning Communities 352
How are the Kids Doing? 353A Call to Action 353
Professional Learning Communities 355What Effective PLCs Look Like 355
Addressing Summer Learning Loss 356Why American Schools Have Summer Vacation 356What’s Wrong With Summer Vacation? 356Why Low-Income Students Suffer More Summer Learning Loss 357Why Preventing Summer Learning Loss Is Difficult In America 357
Ways To Reverse Summer Learning Loss 358Summer Programs Sponsored by Public Libraries 358Summer Programs and Resources Sponsored by Non-Profit Organizations 359
Getting Families More Involved 360How Teachers Can Set The Stage 361Easy Strategies For Parents To Use 361
In Conclusion . . . 363
References 364
Name Index 386
Subject Index 391
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xvii
About the Authors
D. Ray Reutzel is Dean of the College of Education at the University of Wyoming. Previous to his current position, he was the Emma Eccles Jones Distinguished Professor and Endowed Chair of Early Literacy Education at Utah State University, a position he held for 14 years. He is the author of more than 230 published research reports in top tier research journals, articles, books, book chapters, and monographs. He is the co-author of the best selling textbook on the teaching of reading, Teaching Children to Read: The Teacher Makes the Difference, 8th Edition published by Pearson Education, Boston, MA. He has received more than 17 million dollars in research/professional development grant funding. He has been active in securing legislative and private foundations gifts in excess of 40 million dollars. He is the past Editor of – Literacy Research and Instruc-tion, The Reading Teacher and the current Executive Editor of the Journal of Educational Research. He received the 1999 A.B. Herr Award and the 2013 ALER Laureate Award from the Association of Literacy Researchers and Educators. Ray served as President of the Association of Literacy Educators and Researchers, ALER, from 2006–2007. He was presented the John C. Manning Public School Service Award from the International Read-ing Association, May 2007 in Toronto, Canada and served as a member of the Board of Directors of the International Reading Association from 2007–2010. Ray was a member of the Literacy Research Association’s Board of Directors from 2012–2015. Dr. Reutzel was elected a member of the Reading Hall of Fame in 2011 and is serving as its President from 2017–2019. Ray was also named as a member of the International Literacy Association’s prestigious Literacy Research Panel from 2018–2021. He is also an author of school-based literacy instructional materials with Curriculum Associates® and is a newly appointed member of the prestigious Literacy Research Panel of the International Reading Associa-tion (ILA) until 2021.
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xviii About the Authors
Robert B. Cooter, Jr. is Professor Emeritus of Literacy Education and Research at Bel-larmine University. His primary work focuses on translating evidence-based research into systemic, real classroom approaches for improving literacy learning for children living at the poverty level. Cooter previously served as editor of The Reading Teacher (International Literacy Association) and his best-selling college textbooks are used at over 200 universities include: Teaching Children to Read: The Teacher Makes the Difference (8th ed.), Strategies for Reading Assessment and Instruction (6th ed.), and The Flynt/Cooter Comprehensive Reading Inventory-3 (CRI-3).
In the public schools, Dr. Cooter previously served as the “Reading Czar” (associ-ate superintendent) for the Dallas Independent School District (TX) and was named a Texas State Champion for Reading by the governor for DISD’s literacy improvement successes. Robert and Kathleen Spencer Cooter and their colleague, J. Helen Perkins, are recipients of the Urban Impact Award from the Council of Great City Schools for their work designing and implementing effective training programs for teachers serv-ing children in low SES elementary schools in Dallas and Memphis. Later, Cooter and his team were awarded a $16 million academic literacy research project in Memphis funded by the U.S. Department of Education using his literacy academy model for
teachers. These and other projects in various states are the basis for much of Cooter’s writing and literacy work with schools today.
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xix
Teaching reading effectively in today’s schools is arguably as much science as it is art. To meet the literacy needs of all students, teachers necessarily begin their twork with knowledge as to how reading and writing develop based on
evidence-based research and the English Language Arts Common Core Standards. Effective literacy teachers are able to assess student progress quickly and efficiently, and then provide effective literacy instruction to meet their needs. All of this and more must be delivered in real time, with real children, in real classroom situations.
New to This EditionMyLab EducationOne of the most visible changes in the sixth edition, also one of the most significant, is the expansion of the digital learning and assessment resources embedded in the eText and the inclusion of MyLab Education in the text. MyLab Education is an online assessment program designed to work with the text to engage learners and to improve learning. Within its structured environment, learners see key concepts demonstrated through real classroom video footage, practice what they learn, test their understand-ing, and receive feedback to guide their learning. Designed to bring learners more directly into the world of K-12 classrooms, the online resources in MyLab Education include: • Application Exercises utilize case studies and video to provide practice assessing
reading, analyzing results, and making instructional decisions. The questions in these exercises are usually constructed-response. Once learners provide their own answers to the questions, they receive feedback in the form of model answers written by experts.
• Video Examples illustrate assessment and instruction strategies in action and provide you with a clear understanding of how these strategies are used in the classroom.
• Teacher Resources provide print- and download-friendly versions of documents that are needed to carry out specific assessment and instruction strategies provided in the text (e.g. flash cards, scoring sheets, etc.)
Strategies for Reading Assessment and Instruction has gained popularity as a quick and effective reference tool for teachers of reading analogous to the Physicians’ Desk Reference that many doctors use when treating patients. Our sixth edition of Strategies for Reading Assessment and Instruction is a “point-of-teaching” resource that offers teachers the fol-lowing new and updated content:
• State Standards in the English Language Arts (K–5) clearly aligned to assessment and teaching strategies in our newly designed chapters
• New If-Then Strategy Guides, our popular and time-saving charts connecting stu-dent assessment data to appropriate teaching strategies (i.e., if students need to learn X, then these are the teaching strategies I could use to help them)
• New chapters containing the most up-to-date information about implementing a Response to Intervention (RTI) model to differentiate instruction in your classroom according to students’ needs
• Easy to implement tools and strategies for using assessment data to plan instruction
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• Video links developed especially for this book are provided to help you apply assessment and teaching strategies in your classroom
• New English Learner (EL) assessment and teaching strategies in Chapters 3-10
• Assessment case study application exercises provided to assist you in applying what you learn in Chapters 3-10
• Technology applications and strategies provided throughout in Chapters 3-10
• Lesson plan examples are provided in Chapters 3-10 to help you apply new strate-gies in your classroom
• New research-proven ideas for Professional Learning Communities (PLCs)
• Fresh ideas for increasing family involvement
• Successful strategies for overcoming children’s summer learning loss
• Updated Background Briefings for Teachers on important literacy research and trends in such areas as oral language development, phonemic awareness, concepts about print, phonics, vocabulary, comprehension, new literacies, and fluency
• New chapters on assessing and teaching literature and information texts specifi-cally referenced to the State Standards
• New suggestions for teaching English language learners and learners having spe-cial needs, integrated in Chapters 3 through 10
Resources Behind This EditionThe scholarly and practical resources behind the strategies in this book are many. We based the contents of this book on our direct experiences as project designers on feder-ally and state-funded reading reform projects, most especially in high-poverty schools associated with the Reading First and Striving Readers projects funded by the U.S. Department of Education (USDOE); from practices shared by incredibly talented lit-eracy coaches in the Dallas, Memphis, Ogden, Granite, Louisville, Wyoming, and San Juan school districts, to name just a few; from ideas published in The Reading Teacher (International Reading Association) during our respective tenures as past editors of that journal; and from our own direct experiences in the classroom. For contemporary trends in assessment, we drew on research reported in literacy professional and research jour-nals and books along with these landmark reports: the Report of the National Reading Panel (2000), Developing Literacy in Second-Language Learners; Report of the National Literacy Panel on Language-Minority Children and Youth (2006); The National Early Literacy Panel (2008); What Works Clearinghouse; and a variety of Institute of Educa-tion Sciences Practice Guides.
For The Practicing EducatorClassroom reading teachers will also discover that Strategies for Reading Assessment and Instruction provides an extensive and recently updated selection of evidence-based instructional practices and assessment tools that (1) inform instruction, (2) meet the needs of individual learners, (3) specifically meet the challenges of the new English Language Arts (K–5) Common Core State Standards, and (4) develop an understanding of the essentials of evidence-based reading instruction in a Response to Intervention (RTI)/multitiered systems of support (MTSS) instructional environment. Because of our emphasis on RTI/MTSS models for meeting student needs, those who teach in special education resource rooms, Title I reading programs, and university reading clinics will find that this fifth edition is particularly useful for teaching groups of students with diverse and special needs.
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Advantages for Preservice TeachersFor preservice teachers, this sixth edition of Strategies for Reading Assessment and Instruc-tion offers a practical resource for understanding past and present issues in reading instruction and assessment. It also provides an introduction to assessment purposes, types, and evidence, as well as access to information about RTI instructional models and practices. Teachers in training will also find the updated, ready-to-use instructional strategies useful in teacher education practicum experiences, classroom observations, clinical experiences, and in student teaching.
Using This Edition as a Tool for Professional Develop-ment WorkshopsCodistributed and published with the endorsement of the International Reading Asso-ciation (IRA), now International Literacy Association (ILA), Strategies for Reading Assess-ment and Instruction is a proven tool for ongoing professional development in this age of evidence-based reading assessment and instruction. Widely used in such states as Ohio, Florida, and Pennsylvania as an approved inservice reference, this book contains the latest in research on assessment purposes, types, and tools, along with new infor-mation about RTI/MTSS models of classroom instruction for more effectively meeting the needs of students within the regular education classroom setting. In addition, the updated and newly revised Chapters 1, 2, and 9 through 12 provide practicing teachers access to highly effective, reliable, valid, and classroom-proven assessments and teach-ing strategies that address the higher demands of the ELACCS (K–5), and presenting this information in an easy-to-use format that makes the implementation of effective reading assessment and appropriately selected instruction strategies in the classroom quick and easy. In fact, each of the previous four editions of Strategies for Reading Assess-ment and Instruction has been used as the primary resource in literally thousands of pro-fessional development study groups, professional learning communities (PLCs), and workshop sessions on evidence-based, effective, and standards-based reading instruc-tion across the United States.
AcknowledgmentsOur most sincere thanks go out to Barbara Strickland, who has been most helpful and patient in the production of this edition of SRAI. Thanks also to the reviewers of this edition:
Leania T. Alli, Linden STEM Academy; Laurie Etzel, Bailey Middle School; Susan M. Hayward, The Ohio State University; Audrey Henry, Nova Southeastern University; Michelle Kelley, University of Central Florida; and Michael Moore, Georgia Southern University.
Thank you for choosing to purchase and use this fifth edition of Strategies for Read-ing Assessment and Instruction: Helping Every Child Succeed, 6th Edition We know from long experience and many thousands of comments from previous readers that it will assist you in your efforts to develop effective, efficient reading assessment and instruction plans. Please send us your comments and observations about whether we have achieved our aim.
Best wishes as you work to help every child become a successful reader and realize his or her full potential as an individual.
D. Ray Reutzel
Robert B. Cooter, Jr.
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