Phonics and a good sight vocabulary are evident in the student’s reading.
The student self-corrects one of every three errors made during the reading of the text.
Rather than attempt to use any reading strategy, the student omits unknown words.
The student is able to predict good substitutions for unknown words.
Activating background knowledge, active engagement with text during reading, rereading text to transform information
Reading silently, talking about what is read, then writing about it.
Reading orally, answering questions about what was just read using recitation, and then writing about what was read.
Talking about what students are going to read before they read it, reading orally, and then completing the comprehensive core reading program activities.
Using rote techniques to ask what, where, when and why questions
Teacher questioning on the main idea.
Talking about vocabulary words and finding them in the text.
During shared reading
During guided reading
During silent reading
During independent reading
At the end of a story, ask the students what parts they didn’t understand
Directed Reading Thinking Activity
The teacher’s ability level in reading
The student’s ability level in reading
The reading level of the text itself
What the student knows about the text
Choose mostly Tier 1 words
Choose mostly Tier 2 words
Choose mostly Tier 3 words
Choose the words identified in the teacher’s manual
Teaching reading and writing together fosters a broad perspective of literacy as a social process that results in better achievement in both activities and leads to better thinking.
In combined writing and reading instruction, learners engage in a greater variety of experiences that lead to better reasoning and higher-level thinking than is achieved with either process alone.
Since thinking is a critical part of meaning construction, classrooms that actively foster meaning construction through reading and writing will produce better thinkers.
In the case of beginning or remedial readers, excessive use of writing has been shown to distract the learner from the important task of decoding.
Offer an extrinsic reward
Provide opportunities for students to exchange information about their books
Assign a specified number of book reports to complete each grading period
Have students take a test on each book they complete
Provides an oral gauge of prosody usage by the student.
Student recall of story elements is made apparent
Aids a teacher in observing a student’s speech and listening skills.
Provides practice in the key skill of summarization and provides insight into the student's ability to determine the main idea and most important details.
Questioning the Author (QtA)
Question Answer Relationships (QARs)
Questioning to Scaffold Retellings
The distance around the rectangle is called what? In this rectangle, what would be the perimeter?
The space inside the rectangle is called what? In this rectangle, what would that be?
How does the perimeter of the rectangle compare to the area of the rectangle?
A and B
They help the reader to go deeper into meaning.
Increases interaction with text.
All of the above.
Have students look up definitions of words in the dictionary or glossary.
Have students write each of their targeted vocabulary words 10 times.
Have students use targeted vocabulary words in written sentences.
Have students partner up and complete concept of definition maps.