Running head: RESOURCE HANDBOOK 1 Resource Handbook: The Five Pillars …instructionalconsultation.weebly.com/uploads/1/5/9/9/... · 2020. 1. 25. · The Five Pillars of Reading:

Running head: RESOURCE HANDBOOK 1

Resource Handbook: The Five Pillars of Reading

Tom Olsen, Cody Esposito, Alisa Podgorskaya, and Annika Hancle-Elliott

Marist College

RESOURCE HANDBOOK 2

Table of Contents

The Five Pillars of Reading: An Introduction ............................................................................ 3

The Five Pillars: What Are They? .............................................................................................. 3

The Five Pillars: Why Are They Important? .............................................................................. 5

SECTION ONE: READING INTERVENTION WEB RESOURCES ........................................ 6

Summary: Reading Resource ...................................................................................................... 7

Summary: Lyrics 2 Learn ........................................................................................................... 9

Summary: Read Naturally......................................................................................................... 11

Summary: Vocabulary.com ...................................................................................................... 14

Summary: Balanced Literacy .................................................................................................... 16

SECTION TWO: EVIDENCE-BASED READING INTERVENTIONS ................................. 18

Phonemic Awareness: Fold-In Phoneme Blending .................................................................. 19

Phonics: Affix Fit ...................................................................................................................... 22

Fluency: Paired Reading ........................................................................................................... 24

Vocabulary: Classwide Tutoring .............................................................................................. 26

Reading Comprehension: Click! or Clunk! .............................................................................. 29

SECTION THREE: REFERENCES .......................................................................................... 31

References ................................................................................................................................. 32

SECTION FOUR: APPENDICES .............................................................................................. 35

Appendix A ............................................................................................................................... 36

Appendix B ............................................................................................................................... 37

Appendix C ............................................................................................................................... 38

Appendix D ............................................................................................................................... 39

Appendix E ............................................................................................................................... 40

Appendix F................................................................................................................................ 41

Appendix G ............................................................................................................................... 43

Appendix H ............................................................................................................................... 44

Appendix I ................................................................................................................................ 45

Appendix J ................................................................................................................................ 46

Appendix K ............................................................................................................................... 48

RESOURCE HANDBOOK 3

The Five Pillars of Reading: An Introduction

In 1997 the National Reading Panel (NRP) was formed to review over 100,000 reading

studies and to determine the ideal methodology to teach children to read. Three years later the

panel of experts published their findings. They identified five target areas to focus reading

instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension (NRP,

2014).

The Five Pillars: What Are They?

Phonemic awareness is “the ability to hear, identify, and manipulate the individual

sounds [phonemes] in spoken words (Armbruster, 2002).” A Phoneme is one of a set of sounds

perceived to be the smallest discernible sounds of a language (Merriam-Webster, n.d.).

Therefore, phonemic awareness is the ability to hear, identify, and manipulate these sounds, such

as removing the /b/ sound in bat and adding the /m/ sound to make mat.

While phonemic awareness focuses exclusively on spoken language, phonics describes

the relationship between the written letters and the sounds of a language (Armbruster, 2002).

For instance, knowing the written letter “B” makes the /b/ sound when read aloud. Phonics

instruction has been an area of focus in reading instruction for years; however, in order to

understand the relationship between written words and spoken sounds, children must first have

phonemic awareness. They must be able to discern the distinct spoken sounds before they can be

expected to relate those spoken sounds to written words.

Reading fluency is the ability to read accurately at an appropriate rate (Armbruster,

2002). The rate of reading is important to students insofar as slow pace would hinder their

understanding, or comprehension, of the text. Consider this, a student decodes each and every

word they read which results in a pace of roughly 10 words per minute. The student reads a 200

RESOURCE HANDBOOK 4

word short story at this pace and is then asked comprehension questions about the story. It is

unlikely the student will be capable of answering these questions because all of their effort went

into reading the words themselves. There were no mental resources left to consider the meaning

of the story’s content. Furthermore, after twenty minutes of sustained mental effort reading the

story, any information about the content is has likely been forgotten by the time the student

reaches the end of the story.

Vocabulary refers to one’s lexicon. When reading students will draw from their oral

word vocabulary to quickly identify words for reading (also known as sight words) and

understanding (or comprehension; Armbruster, 2002). Based on this definition, vocabulary plays

a direct role in reading fluency and comprehension. Students need to around 80,000 words by

the time they graduate high school (Anderson & Nagy, 1993), while the English language has

nearly half a million words in published dictionaries. This number balloons to an estimated one

million or more words, if scientific entities are the like are included (Merriam-Webster, 2015).

In order to understand the content, students must understand most of the words used in a text.

For instance, read the following sentence: A cell’s mitochondria are responsible for the

production of adenosine triphosphate or ATP. Without knowing what mitochondria and

adenosine triphosphate are, the previous sentence is meaningless, whether or not those words

could be read.

The final pillar of reading is reading comprehension. Reading comprehension denotes

one’s understanding of the content of a passage and is the entire purpose for reading. Difficulty

with any of the other four pillars of reading can hinder one’s ability to effectively comprehend

material. For example, readers struggling in phonemic awareness and/or phonics will have

difficulty reading novel words, which may be integral to understanding content. Readers with

RESOURCE HANDBOOK 5

poor fluency will expend a disproportionate amount of mental effort reading the passage that

they will not have sufficient attention devoted to comprehending read material. Lastly,

insufficient vocabulary will leave a void in textual understanding, as evidenced by the

aforementioned example.

The Five Pillars: Why Are They Important?

The five pillars of reading provide a research-based framework derived from the

conclusions of an expert panel based upon an analysis of 100,000 research studies. Using this

reading framework, educators can more precisely identify specific areas of deficit. They can

then ameliorate those deficits using targeted interventions developed specifically for these areas.

The framework brings consistency to a tumultuous field laden with countless approaches to

reading instruction. The use of this framework enables the categorization of varied approaches

and empowers educators with the capacity to select methodologies based upon students’

individual needs.

RESOURCE HANDBOOK 6

SECTION ONE: READING INTERVENTION WEB RESOURCES

RESOURCE HANDBOOK 7

Summary: Reading Resource

Website: http://www.readingresource.net

Mission: Reading Resource is dedicated to helping children develop the essential skills to learn

to read and provide educators and parents with the resources to assist them. Reading Resource is

intended to provide information, guidance and support. Information is provided that incorporates

examples of the difficulties students exhibit in fluency, decoding, and comprehension. In

addition, there are resources that provide help for students with dyslexia and for students who

struggle to read.

Resources for Teachers

• Reading Resource includes a wide range of information about reading including the

five big ideas of reading (phonics, phonemic awareness, fluency, vocabulary, and

comprehension).

• Provides strategies used in schools to build readers’ fluency including explicit

instructions, repeated readings, paired reading, choral reading, and echo reading.

• Includes early literacy assessment, dynamic indicators of basic early literacy skills

(DIBELS) and its use schools

• Provides progress monitoring to help teachers track growth and increase of students

reading skills.

• Incorporates educational humor including videos and pictures, which provides a little

laughter to lighten the difficulties associated with teaching reading.

• Supplies lesson plans and strategies to teach guided reading for struggling readers.

• Delivers reading resources and strategies to build fluency, vocabulary,

comprehension, phonics, and phonemic awareness.

http://www.readingresource.net/

RESOURCE HANDBOOK 8

• Provides a store to purchase supplies and materials for teachers and parents to

develop reading skills.

Resources for Children

• Videos, worksheets and other interactive strategies are provided to get children

involved, which makes learning fun.

• Additional apps for children to explore, which helps them develop and increase

reading skills.

• Reading games, and activities for students are available to develop reading skills in

all five areas of the reading.

• Provides information and links to additional websites to increase learning in a fun and

interactive environment.

Limitations

• Although Reading Resource provides an abundance of information in regards to

students who struggle with reading, there is a lack of resources for parents to help

student at home.

• Reading Resource does not provide strategies for older readers.

RESOURCE HANDBOOK 9

Summary: Lyrics 2 Learn

Website: www.lyrics2learn.com

Mission: Lyrics 2 learn (L2L) is a site created for parents, teachers, and students in order to give

students a powerful fluency and comprehension program that is fun and engaging. L2L uses

rhythm and rhymes to help kids learn to read, build fluency and comprehension. It includes

reading centers that integrates lessons on history, science, and character writing for Kindergarten

to 5th grade. This can be done independently by students in small or whole group instructions

within the classroom. L2L aims to improve fluency by re-training the brain to develop the ability

to see, process and verbalize text more quickly. Stories are arranged in words per minute and

begins with songs of 130-150 words per minute and increases each week. L2L strives to

improve comprehension and students’ ability to make inferences when reading text, which is an

integral part of the common core standards. Also embedded in this approach is the depth of

knowledge (DOK), which is students’ ability to think of the complexity of the content in reading

text, rather than the difficulty of the content. DOK includes four levels, which is incorporated in

Lyrics 2 Learn. These include; literal; paraphrasing, vocabulary, central ideas; problem solving,

and examination and support from the text.

Resources for Teachers:

• Multisensory reading centers (done independently and saves teacher planning time).

Each center last 15 minutes and incorporates rhymes with reading.

• Each reading center includes readings that integrates science, history, character, and

writing.

• Centers are divided into grades and subject matter.

• Interactive, leveled, and guided quizzes are administered at the end of each lesson.

http://www.lyrics2learn.com/

RESOURCE HANDBOOK 10

• Immediate feedback and graphs are represented in number, word, and picture format.

Data results can be analyzed by teachers based on concept, student, class, common

core depth of knowledge (DOK), ethnicity, and gender.

• Students are taught process of elimination strategies when taking tests.

• L2L incorporates evidenced-based intervention such as choral reading and repeated

reading to emphasize the efficacy of this program on students reading skills.

• Multiple graphed classroom results that indicates an increase in fluency and

comprehension. Graphs also include increase in fluency and comprehension on

students’ benchmark results. Graphs also depicts increased motivation in students to

learn and improve reading skills.

Resources for Parents

• Videos are offered to help both parents and teacher become acquainted to the lesson

plans and how students will build and improve fluency and comprehension.

• Free samples membership are available to try Lyrics 2 Learn; however, to benefit

from this program, a paid membership is required

Limitations:

• Lyrics 2 Learn targets students from kindergarten through to 5th grade. Therefore,

students in middle and high school are unable to incorporate the rhythm and rhyme in

reading, unless their performance is below grade level.

• This website might not be cost effective for teachers and parents as the bulk of the

material requires a paid membership.


Summary: Read Naturally

Website: http://www.readnaturally.com/about-us/history Mission: Read Naturally consists of evidence based research that covers essential components of

reading and interventions. The materials and resources that are offered through Read Naturally

include: intervention programs, assessment tools, training, and research. The goal for Read

Naturally is to provide the educators with instructional interventions that help students meet their

educational requirement in reading. It also assists educators with useful resources that focus on

improving different areas of reading.


Intervention Programs

• Provides different skill areas to focus on: fluency, phonics, vocabulary, spelling,

comprehension, and phonemic awareness.

• Provides the skill level grade and range at which the intervention should be implemented

along with an overview of the intervention.

• Each intervention has a selection of icons: How it works, What’s Included, Systems

Requirements, Free Demo, Order, Accessories, How to, and Reviews.

Assessment Tools

• Produces a benchmark assessor, quick phonics screener, and reading fluency progress

monitoring.

• Each assessment tool has a brief description on the focus of the assessment.

• Each assessment has an icon that provides teachers with more information such as:

Benefits, How it Works, What’s Included, Systems Requirements, Free Demo, Order,

Accessories, How to, and Reviews.

http://www.readnaturally.com/about-us/history


Training

• Read Naturally offer seminars throughout the United States, and provides readers with

information on what you will learn, what you will receive, agenda, different training

options and costs, and the option to register online.

• Read Live Hands-On Training is a strategy workshop, which helps with developing

student’s fluency, supporting vocabulary and promotes comprehension.

• Read Live Coaching is a teacher-to-teacher coaching to help students who are struggling

with reading.

• District/Service Center training yields different training options and provides their

contact information.

• Self-study Materials are workshops and instructional guides that an educator can

purchase to assist their students.

• Webinars are accessible to all professionals in order to gain a better understanding on

student struggles in school. The webinar allows the educator to sign up and address

specific questions or concerns to the person who will be presenting. The webinar options

show the subject for the webinar, who will be presenting along with the date and time.

• Conferences option provides educators with conferences all over the United States, and

their focus.

Research

• Read Naturally Strategy provides an approach to building reading proficiency using the

three research proven strategies: teacher modeling, repeated reading, and progress

monitoring.


• Components of Reading focuses on Fluency, Vocabulary, Phonics, Spelling, Phonemic

Awareness, and Comprehension.

• Research Basis for Programs provides research for the interventions within the website

and how the research is applied to strategies.

• Research-Proven Reviews demonstrates the effectiveness of Read Naturally Strategy

website.

• Research Studies include studies that have helped students and significantly improved

their reading proficiency.

• Alignment with Best Practices provides recommended practices that most effectively

improve reading skills.

Limitations

• The assessments are limited to benchmarking, quick phonics screener, and reading

fluency progress monitoring. These assessments and intervention kits are cost effective.

Schools that do not have the appropriate funds will not be able to utilize this website fully

to their advantage because majority of items are costly.


Summary: Vocabulary.com

Website: www.Vocabulary.com

Mission: Vocabulary.com seeks to provide users with the “smartest” dictionary designed to

provide simple, well explained definitions. It combines its dictionary with an “adaptive learning

game” that provides the “quickest, most intelligent way to improve vocabulary.” Presently, the

site contains over 13,000 words with over 162,000 questions geared towards grades five through

adulthood.

Resources for Students

The site boasts an impressive array of words formulated for use in the adaptive learning game

covering a wide array of curriculum content. Using this game, vocabulary can be studied to help

with struggling content areas, to prepare for tests, or simply to bolster one’s lexicon.

Additionally, students can create vocabulary lists to focus their efforts on learning specific

content. These lists can be created by either listing the words or pasting in up to 100 pages of

text and allowing the site to sort through it and create a customized study list based on your

personal level and demonstrated vocabulary knowledge.


Teachers can create free educator accounts which are similar to students, but have a number of

additional features. For instance, they can generate vocabulary lists based on popular text books

used in schools, or create custom lists. Educators can also create assignments for their classes

based on these lists. The site can provide the educator information on student performance,

including the time spend using the site and the specific words of ease and difficulty for students.

This information can be useful in guiding future lessons on the topics or vocabulary students

exhibited the most difficulty on. Lastly, the site integrates a number of features to help

http://www.vocabulary.com/


embolden student motivation including unlockable “achievements,” class leaderboards, and a

point system. All of these are designed to keep students studying longer and returning more

frequently.

Limitations

• Despite the sites expansive list of words and questions, it is still possible to come across

some words that are not covered by the site.

• The site is not designed to be used by children below the fifth grade so this site would not

be an effective method of teaching elementary level vocabulary.

• The site requires a considerable amount of independent reading, so it may frustrate

struggling readers.

Reference

Vocabulary.com. (2016). Vocabulary.com. Retrieved from https://www.vocabulary.com/


Summary: Balanced Literacy

Website: http://www.literacy.hallco.org/

Mission: Balanced Literacy is a site out of Georgia and is a great resource for both parents and

teachers looking for information on reading and writing. This website provides evidence based

interventions and progress monitoring tools for teachers, as well as information “roadmaps” for

parents to help their children succeed with grade level reading. This site also provides video

examples of lessons that integrate interventions for reading and writing for teachers to model

after.

Resources for Parents

• Provides information about common core instruction in reading based on grade level

• “Common Core Roadmaps” (K-5) that help outline key literacy concepts taught in each

grade and tips to help your child at home.

• Provides Developmental Reading Assessments (DRA) for parents to download, print and

use at home to help their child in struggling areas.


• This site gives a brief overview of Writing Workshop, which is a method of instruction

that stresses writing must be done daily for students to become better writers.

o Provides a 10-day outline of lessons to begin writing workshop in the classroom.

o Suggestions how to implement writing workshop in Kindergarten.

• This site includes evidence-based-interventions for writing based upon area of weakness

(composition/organization of writing and encoding/spelling).

• This site recommends 5 resources for teachers to familiarize themselves with Reading

Workshop.

http://www.literacy.hallco.org/


o Reading Workshop is a method of instruction that entails active participation and

stresses the key to reading is comprehension.

o Provides a 9 day outline of lessons to begin reading workshop in the classroom

• Provides important points to remember for guided reading and what to do before, during

and after reading with the students.

• Provides examples of Developmental Reading Assessments (DRA) for teachers to use to

identify areas of weakness.

o Includes 2 flow charts to help decide what area to focus interventions based on

analysis of the DRA.

• Provides suggestions and links on how to monitor comprehension progress in students.

• This site also provides a list of reading interventions that target to improve accuracy and

comprehension, as well as emergent readers.

• Provides a list of progress monitoring tools to check student development in struggling

areas.

• Includes a collection of classroom videos where reading and writing workshop are

incorporated.

o Brief mini lessons for reading and writing for teachers to model after and to see

how it works in the classroom.

Limitations

• There are not any resources for students to access on this site.

• This site focuses on K-5th grade and does not have resources or information to address

middle or high school difficulties in reading.


SECTION TWO: EVIDENCE-BASED READING INTERVENTIONS


Phonemic Awareness: Fold-In Phoneme Blending

Target: Sound Blending

Location: Quiet location with ample table space

Materials

• Flashcards

• List of words for blending that appear subject matter and/or words the student is

struggling to read

Frequency: As needed to address grade level vocabulary words

Progress Monitoring: See appendices A, B, C, and D for examples of progress monitoring this

intervention.

Directions

1. Using grade level words and/or subject specific vocabulary, identify which words the

student is struggling to read and which they are able to read.

2. Have the student read each word. This can be given to the student as a list. As the

student reads down the list the examiner marks each word as known or unknown.

3. Using these words create a subset of 7 known and 3 unknown words.

4. Each flashcard should have the whole word on the front and beneath it broken down into

phonemes.

5. Sit opposite of the student with a table in between.

6. Teacher will say to student, “Today we are going to practice blending sounds to make

words. Each flashcard has a different word broken into sounds. When I tap each sound,

you will say the sound. When I slide my finger across the top of the flashcard, you will

say the whole word.”


7. Choose a word that the student knows to begin.

8. Model what the student is expected to do (modeling should be done at the beginning of

each session). For example: “I will model how to blend the sounds I say into a

word. The first word is, met.” Tap each sound and say the corresponding sound,

a. “/m/ /e/ /t/.” Slide finger across the top of the flashcard and say whole word,

“Met. Now you try.”

9. Line up a new word. This should be selected based on the explanation below*

10. Tap each individual sound and wait for the student’s response.

11. Slide finger across entire word and wait for student’s response.

12. If the student responds incorrectly, model the word for the student and then have them try

again.

13. Repeat steps 9-12 for each new word.

*(Step 9) The selected word should be based on the following pattern: K1, U1, K1, K2, U1, K2,

K3, U1, K3, K4, U1, K4, K5, U1, K5, K6, U1, K6, K7, U1. Now Unknown word 1 (U1)

becomes known word 8 (K8) and U2 is introduced. This will follow the pattern: K1, U2, K1,

K2, U2, K2, K3, U2, K3, K4, U2, K4, K5, U2, K5, K6, U2, K6, K7, U2, K7, K8, U2. Next add

U3 just as you did with U2. After all the unknown words have been folded in, then the entire set

of 10 cards is presented 3 times, shuffling in between each.

Note: This can be implemented in peer tutoring dyads. A treatment integrity checklist is

available in Appendix E.

Annotated References

McNamara, K. (n.d.). Interspersing known/unknown material. Retrieved from

http://www.cloverleaflocal.org/Downloads/FoldingInProtocol.pdf.

http://www.cloverleaflocal.org/Downloads/FoldingInProtocol.pdf


The source of the fold-in sequence and process integrated with the phoneme blending

intervention.

Saint Croix River Education District. Phoneme blending. Retrieved from

http://www.swsc.org/cms/lib04/MN01000693/Centricity/Domain/91/Phoneme_Blending.

pdf.

The source of the phoneme blending intervention that is integrated with the fold-in

intervention. It includes the instructions, required materials and directions for the

phoneme blending intervention.

Santos, S. (n.d.). RTI phonological awareness interventions for the regular classroom teacher.

Retrieved from

http://schoolwires.henry.k12.ga.us/cms/lib08/GA01000549/Centricity/Domain/6581/Pho

nological_Book_Revised.pdf.

The source of the progress monitoring examples in appendices A, B, C, D. This includes

both teacher and student copies of assessment tools designed track a student’s ability to

correctly read nonsense words correctly.

http://www.swsc.org/cms/lib04/MN01000693/Centricity/Domain/91/Phoneme_Blending.pdf


http://schoolwires.henry.k12.ga.us/cms/lib08/GA01000549/Centricity/Domain/6581/Phonological_Book_Revised.pdf



Phonics: Affix Fit

Target: Morpheme Structures

Location: Quiet classroom

Materials

• Base word cards

• Affix cards

• Student sheet

• Paper bags

• Label bags (i.e., base words and affixes).

• Timer

• Pencil

Frequency: Two times a week with two sessions for six weeks.

Progress Monitoring: See Appendix F for an example of progress monitoring. The provided

outline can be used with a variety of measures including nonsense word decoding CBMs or

subtests from various tests.

Directions

1. Place grade level base word cards in bag labeled base words.

2. Place affix cards in a bag labeled affixes.

3. Provide students with a timer.

4. Provide each student with a student sheet.

5. Each student will choose five cards from the base words bag and five cards from

the affixes bag. Record selected base words and affixes on student sheet.

6. Set the timer for three minutes.


7. Use the cards to make as many words as possible. Record words as they are made on

the student sheet. Read words aloud after timer rings.

8. Place words and affixes back in the bags and select new cards from the bags and

continue to make new words.

9. The educator will evaluate student performance.

Notes: The educator may add additional, grade appropriate base words and affix cards to this

intervention. Additionally, a treatment integrity checklist is provided in Appendix G.

Reference

The Florida Center for Reading Research. (2007). Affix Fit. Retrieved from

http://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5AP_018.pdf.

http://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5AP_018.pdf


Fluency: Paired Reading

Target: Oral Reading Fluency

Location: Classroom or quiet location with ample available seating

Materials: Reading book

Frequency: 3x per week for 30 minutes for a total of 6 weeks.

Progress Monitoring

Oral reading fluency (ORF) can be measured based upon words read correctly in one

minute. One of the simplest ways of tracking this is using maze passages, which can be

generated online using one’s own reading passages (Intervention Central, 2016b). It is

important that the same level of reading material is used throughout progress monitoring to

properly demonstrate a student’s progress.

Directions

1. Sit with the student in a quiet location without too much distractions. Position the

selected book for the reading session so that both you and the student can easily follow

the text.

2. Say to the student, “Now we are going to read aloud together for a little while.

Whenever you want to read alone, just tap the back of my hand like this [demonstrate]

and I will stop reading. If you come to a word you don’t know, I will tell you the word

and begin reading with you again.”

3. Begin reading aloud with the student. If the student misreads a word, point to the word

and pronounce it. Then have the student repeat the word. When the student reads he

word correctly, resume reading through the passage.


4. When the child delivers the appropriate signal (a hand tap), stop reading aloud and

instead follow along silently as the student continues with oral reading. Be sure

occasionally to praise the student in specific terms for good reading (e.g., “That was a

hard word. You did a nice

5. If, while reading alone, the child either commits a reading error or hesitates for longer

than 5 seconds, point to the error-word and pronounce it. Then tell the student to say the

word. When the student pronounces the error-word correctly, begin reading aloud again

in unison with the student.

6. Continue reading aloud with the student until he or she again signals to read alone.

Notes: The student reads aloud in tandem with an accomplished reader. At a student signal, the

helping reader stops reading, while the student continues on. When the student commits a

reading error, the helping reader resumes reading in tandem. Parents can be trained to use this

reading strategy at home when reading to their children.

Paired reading is a highly structured but simple strategy that can easily be taught to others

including school-age children and youth. If there is a pool of responsible older students

available, it may be feasible to create a cross-age peer tutoring program that uses paired reading

as its central intervention. It is also possible for parents to use this simple reading strategy at

home.

Reference

Topping, K. (1987). Paired reading: A powerful technique for parent use. Reading Teacher, 40,

608-614.


Vocabulary: Classwide Tutoring

Target: Specific vocabulary knowledge

Location: A room with ample space to accommodate all student pairs.

Materials: The following materials will be required per dyad:

• 1 Folder to store materials

• 1 Vocabulary Tutoring Student Checklist

• 2 Vocabulary Tutoring: Session Form

• 1 Vocabulary Tutoring: Tracking Form

• 5 Flashcards

Frequency: As needed to master new vocabulary. Each session is designed for mastery of five

vocabulary words.

Progress Monitoring: Student progress can be monitored using the Vocabulary Tutoring:

Tracking Form located in Appendix H.

Directions

1. Separate students into dyads by pairing a stronger student with a struggling one.

If there is an odd number of students, one triad can be created.

2. Record these pairings on the Vocabulary Tutoring: Student-Pair Assignments

form, located in Appendix I.

3. Train students in the proper peer tutoring methodology as outlined below and in

the Vocabulary Tutoring Student Checklist located in Appendix J. Introduce the

session’s five vocabulary words by reading the term and definition aloud twice.

4. Have the class read the terms and definitions aloud twice.


5. Review the peer tutoring steps. The section can be truncated if the teacher

believes the students are well-versed in the activity and its instructions. The steps

are outlined on the Vocabulary Tutoring Student Checklist located in Appendix J.

6. Students should now break into their preassigned dyads.

7. For the first presentation of the set, the tutor presents the definition to the tutee

and reads the vocabulary word immediately thereafter.

8. For the remainder of the session the tutor reads the word five seconds after the

orated definition.

9. Every time the tutor presents a definition, the tutee writes their response in the

left-hand column of the Vocabulary Tutoring: Session Form located in Appendix

K.

10. If the tutee is correct, the tutor responds, “Yes, the word [word] means

[definition].”

11. If the tutee is incorrect or is unable to answer in the allotted time, then the tutor

responds, “No, the word [word] means [definition].” Additionally, the tutor

should cross out the corresponding line on the session form and write the correct

response in the right-hand column on the session form.

12. Every time the set is complete the cards should be shuffled.

13. The set should be completed 4 times total (1 time with a 0-second delay and 3

times with a 5-second delay) or until the allotted time expires.

14. Upon the conclusion of the tutoring session students tutors should record their

tutee’s performance on the Vocabulary Tutoring: Tracking Form and calculate the

words correct percentage.


15. While students engage in the activity, the teacher should circulate to provide

ensure intervention fidelity and provide assistance, as necessary.

16. Students switch roles and repeat steps 8-15.

Notes

This intervention can be combined with the Fold-In intervention, although this will

significantly increase the duration of the session. It is advised this combination only be

implemented to review materials, such as before a test or quiz on the material.

Reference

Wright, J. (2013). How to: Build vocabulary knowledge through classwide tutoring. Retrieved

from

http://www.jimwrightonline.com/mixed_files/schoolcraft/classwide_vocabulary_intv.pdf



Reading Comprehension: Click! or Clunk!

Target: Comprehension

Location: Classroom or quiet setting during individual reading

Materials

• Practice reading passages (overhead transparencies/smart board)

• My Reading Check Sheet (Intervention Central, 2016a)

• Various grade level books for independent reading

Frequency: During independent reading assignments as needed.

Progress Monitoring: Measures of reading comprehension can be constructed by the teacher or

provided by the school using the provided source (Intervention Central, 2016b).

Directions

1. Tell students they will be learning new ways to read more carefully. Hand out copies of

My Reading Check Sheet

2. Review the strategies listed on the handout

3. Explain to students that, during any reading assignment, when they come to:

a. The end of each sentence, they should ask themselves, “Did I understand this

sentence?” If they understood the sentence they say, “Click!” If they do not

understand the sentence they say, “Clunk!” and then refer to the My Reading

Check Sheet to correct the issue

b. The end of each paragraph, they should ask themselves, “What did the

paragraph say?” If the student is unable to recall the main idea of the paragraph

they should refer to the My Reading Check Sheet to correct the issue


c. The end of each page, they should ask the question, “What do I remember?” If

the student does not remember sufficient information they should refer to My

Reading Check Sheet to correct the issue

4. Read a sample passage with the class

5. At the end of each sentence, paragraph and page think aloud and model the use of

comprehension checks. At the end of each sentence remember to say, “Click!” when

you and they class understand the sentence or “Clunk!” when you do not

6. Once students have shown understanding of how to use the “Click! or Clunk!” strategy,

instruct them to use it during independent reading assignments

Annotated References

Intervention Central. (2016a). My Reading Check Sheet. Retrieved from

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/click_or_cl

unk_check_sheet.pdf

The source for “My Reading Check Sheet.”

Intervention Central. (2016b). Test of reading comprehension-maze passage generator.

Retrieved from http://www.interventioncentral.org/teacher-resources/test-of-reading-

comprehension

The source for the progress monitoring website. This site will allow you to generate

customized maze passages using your content.

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/click_or_clunk_check_sheet.pdf


http://www.interventioncentral.org/teacher-resources/test-of-reading-comprehension



SECTION THREE: REFERENCES


References

Anderson, R. C. & Nagy, W. E. (1993). The vocabulary conundrum (Report No. 570).

Champaign, IL: Center for the Study of Reading. Retrieved from

https://www.ideals.illinois.edu/bitstream/handle/2142/18019/ctrstreadtechrepv01993i005

70_opt.pdf?sequence=1

Armbruster, B. B. (2002, October). Research-based instruction in reading. Retrieved from

https://www2.ed.gov/admins/lead/read/rb/edlite-index.html

Griffin, S. (n.d.). Reading Resource. Retrieved from http://readingresource.net

Hall County Schools. (n.d.). Balanced Literacy. Retrieved from http://www.literacy.hallco.org

Intervention Central. (2016a). My Reading Check Sheet. Retrieved from

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_interventions/click_or_cl

unk_check_sheet.pdf

Intervention Central. (2016b). Test of reading comprehension-maze passage generator.

Retrieved from http://www.interventioncentral.org/teacher-resources/test-of-reading-

comprehension

Merriam-Webster. (n.d.). Phoneme. Retrieved from http://www.merriam-

webster.com/dictionary/phoneme

McNamara, K. (n.d.). Interspersing known/unknown material. Retrieved from


Merriam-Webster. (2015). How many words are there in English? Retrieved from

http://www.merriam-webster.com/help/faq-how-many-english-words

Monroe County Community School Corporation. (n.d.). RTI & academic interventions.

Retrieved from http://www.mccsc.edu/Page/2621

https://www.ideals.illinois.edu/bitstream/handle/2142/18019/ctrstreadtechrepv01993i00570_opt.pdf?sequence=1

https://www.ideals.illinois.edu/bitstream/handle/2142/18019/ctrstreadtechrepv01993i00570_opt.pdf?sequence=1

https://www2.ed.gov/admins/lead/read/rb/edlite-index.html

http://readingresource.net/

http://www.literacy.hallco.org/





http://www.merriam-webster.com/dictionary/phoneme

http://www.merriam-webster.com/dictionary/phoneme


http://www.merriam-webster.com/help/faq-how-many-english-words

http://www.mccsc.edu/Page/2621


National Institute of Health. (2014, February 28). What is the National Reading Panel and what

did it do? Retrieved from

https://www.nichd.nih.gov/health/topics/reading/conditioninfo/Pages/faqs.aspx#findings

Read Naturally, Inc. (n.d.). Retrieved from http://readnaturally.com

Read Naturally. (2016). Research based interventions and assessments. Retrieved from

http://www.readnaturally.com/

Reading Rockets. (n.d.). Fluency. Retrieved from

http://www.readingrockets.org/helping/target/fluency

Saint Croix River Education District. Phoneme blending. Retrieved from

http://www.swsc.org/cms/lib04/MN01000693/Centricity/Domain/91/Phoneme_Blending.

pdf

Santos, S. (n.d.). RTI phonological awareness interventions for the regular classroom teacher.

Retrieved from

http://schoolwires.henry.k12.ga.us/cms/lib08/GA01000549/Centricity/Domain/6581/Pho

nological_Book_Revised.pdf

Spartz, J. (n.d.). Retrieved from http://lyrics2learn.com

The Florida Center for Reading Research. (n.d.). Advanced phonics. Retrieved from

http://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5AP_018.pdf.

Topping, K. (1987). Paired reading: A powerful technique for parent use. Reading Teacher, 40,

608-614.

Wright, J. (2013). How to: Assess reading speed with CBM: Oral reading fluency. Retrieved

from

https://www.nichd.nih.gov/health/topics/reading/conditioninfo/Pages/faqs.aspx%23findings

http://readnaturally.com/

http://www.readnaturally.com/

http://www.readingrockets.org/helping/target/fluency





http://lyrics2learn.com/

http://www.fcrr.org/FAIR_Search_Tool/PDFs/4-5AP_018.pdf


http://www.jimwrightonline.com/mixed_files/lansing_IL/_Lansing_IL_Aug_2013/2_CB

A_ORF_Directions.pdf.

Wright, J. (2013). How to: Build vocabulary knowledge through classwide tutoring. Retrieved

from


Wright, J. (2013). How to: Structure classroom data collection for individual students.

Retrieved from

http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/wright_Learning_Sp

ark_Blog_25_Feb_2013_Data_Context.pdf

http://www.jimwrightonline.com/mixed_files/lansing_IL/_Lansing_IL_Aug_2013/2_CBA_ORF_Directions.pdf

http://www.jimwrightonline.com/mixed_files/lansing_IL/_Lansing_IL_Aug_2013/2_CBA_ORF_Directions.pdf


http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/wright_Learning_Spark_Blog_25_Feb_2013_Data_Context.pdf



SECTION FOUR: APPENDICES


Appendix A

Progress Monitoring Assessment Sheet Vowel Diagraphs and Other Vowels: Teacher Copy

Adapted from: http://schoolwires.henry.k12.ga.us/cms/lib08/GA01000549/Centricity/Domain/6581/Phonological_Book_Revised.pdf.




Appendix B

Progress Monitoring Assessment Sheet Vowel Diagraphs and Other Vowels: Student Copy

Adapted from: http://schoolwires.henry.k12.ga.us/cms/lib08/GA01000549/Centricity/Domain/6581/Phonological_Book_Revised.pdf




Appendix C

Progress Monitoring Assessment Sheet All Types Combined: Teacher Copy





Appendix D

Progress Monitoring Assessment Sheet All Types Combined: Student Copy





Appendix E

Fold-in Phoneme Blending

Intervention Integrity Observation Checklist

Site: _____________________________ Grade Level of Student: ___________ Date: ________

Interventionist: ___________________________ Observer: _____________________________

Adapted from: Saint Croix River Education District. Phoneme blending. Retrieved from


Intervention Sequence Yes No Teacher has a list of words for blending Teacher explains task and gives rationale to student at lease briefly every session Teacher models task with at least two words every session Teacher uses appropriate hand signaling during model Teacher initiates practice by repeating task directions Teacher uses appropriate hand signaling for each word during practice phase Teacher follows error correction procedure immediately for every error Teacher maintains brisk pace of presentation Teacher properly follows the fold-in sequence




Appendix F


Adapted from: Wright, J. (2013). How to: Structure classroom data collection for individual students.

Retrieved from http://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/wright_Learning_Spark_Blog_25_Feb_2013_Data_Context.pdf




Appendix G

Morpheme Structures Integrity Checklist

Teacher: _________________________ Date: _________________________ Student: _________________________ Grade: _________________________ Directions: During the intervention, for each step observed (or not observed), place a check mark in the Yes or No column. Write additional comments, if applicable. Tally the number of Yes, then divide the number of Yes column by the total number of possible observations, in order to obtain the treatment integrity percentage. Checklist Yes No Comments Classroom is organized and free of distractions. Materials are available:

• Base word cards • Affix cards • Student sheet • Paper bags • Label bags (i.e., base words and affixes) • Timer • Pencil

Instructions are read to student as intended. Student is engaged and responsive during instruction.

Student completes tasks required. Student uses time appropriately. Student uses student sheet correctly. Students constructs correct morpheme. Teacher records students’ choice correctly. Teacher evaluation completed. Progress monitoring. Intervention is evidenced-based. Total # yes/18 = ___________ % morpheme structures intervention integrity


Appendix H

Adapted from Wright, J. (2013). How to: Build vocabulary knowledge through classwide tutoring. Retrieved

from http://www.jimwrightonline.com/mixed_files/schoolcraft/classwide_vocabulary_intv.pdf.



Appendix I





Appendix J






Appendix K




Documents

Running head: RESOURCE HANDBOOK 1 Resource Handbook: The Five Pillars …instructionalconsultation.weebly.com/uploads/1/5/9/9/... · 2020. 1. 25. · The Five Pillars of Reading: